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dc.contributor.authorParmiggiani, Elena
dc.date.accessioned2021-01-29T13:30:12Z
dc.date.available2021-01-29T13:30:12Z
dc.date.created2020-12-01T13:19:33Z
dc.date.issued2020
dc.identifier.citationLæring om læring. 2020, 5 (1), 1-14.en_US
dc.identifier.issn2535-4108
dc.identifier.urihttps://hdl.handle.net/11250/2725381
dc.description.abstractResearchers of Information Systems have long demonstrated that the teaching of research methods hinges on the dynamic interplay between theory and practice. However, grasping the role of theory in both the process (research design) and products (reading and writing articles) of research is challenging for teachers and, crucially, their students. This project contributes to the pedagogical discourse on qualitative research methods in Information Systems. It proposes the prototype of a framework in the shape of an agile lecture sequence for making explicit the role of theory across the research process when teaching research methods in Information Systems. The proposed framework is based on a constructivist approach, recognizing that students co-construct their knowledge recursively through the interplay with the socio-cultural context.en_US
dc.language.isoengen_US
dc.publisherNTNUen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleThe role of theory in empirical research methods in Information Systems: An agile lecture sequence approachen_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber1-14en_US
dc.source.volume5en_US
dc.source.journalLæring om læringen_US
dc.source.issue1en_US
dc.identifier.cristin1854810
dc.description.localcodeCopyright (c) 2020 Elena Parmiggiani Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en_US
cristin.ispublishedtrue
cristin.fulltextoriginal


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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