Abstract
The object of inquiry in instructional technology is not simply knowledge, but useable knowledge. This paper explores the dimensions of relevance with respect to research and suggests ways the research community can accommodate the needs and interests of practicing professionals in the field. Research relevance is examined as a reflection of: (a) practitioner and disciplinary values; (b) perceived credibility, viewed in terms of authenticity, methods employed, and replicability; and (c) perceptions of utility based upon the concrete nature of the findings. Specific recommendations relate to expanding the range of topics addressed in our research, expanding the range of research methods employed, orienting our research communication to specific practitioner communities, conducting research under natural conditions, replicating research, and establishing links between abstract and concrete findings. Finally, the role of the practitioner as an educated consumer of research is discussed.
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Richey, R.C. The pursuit of useable knowledge in instructional technology. ETR&D 46, 7–22 (1998). https://doi.org/10.1007/BF02299670
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DOI: https://doi.org/10.1007/BF02299670