Randomised controlled trials in educational research: Ontological and epistemological limitations

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dc.contributor.authorRowe, Michael
dc.contributor.authorOltmann, C.
dc.date.accessioned2016-05-14T20:35:58Z
dc.date.available2016-05-14T20:35:58Z
dc.date.issued2016
dc.description.abstractRandomised controlled trials (RCTs) are a valued research method in evidence-based practice in medical and clinical settings because they are associated with a particular ontological and epistemological perspective that is situated within a positivist world view. It assumes that environments and variables can be controlled to establish cause-effect relationships. However, current theories of learning suggest that knowledge is socially constructed, and that learning occurs in open systems that cannot be controlled and manipulated as would be required in a RCT. They recognise the importance and influence of context on learning, which positivist research paradigms specifically aim to counter. We argue that RCTs are inappropriate in education research because they force one to take up ontological and epistemological positions in a technical rationalist framework, which is at odds with current learning theory.en_US
dc.identifier.citationRowe, M. and Oltmann, C. (2016). Randomised controlled trials in educational research: Ontological and epistemological limitations. African Journal of Health Professions Education, 8(1): 1-6en_US
dc.identifier.issn2078-5127
dc.identifier.urihttp://hdl.handle.net/10566/2192
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherHealth and Medical Publishing Groupen_US
dc.rightsWork published in the journal is licensed under a Creative Commons Attribution - Noncommercial 3.0 Unported Works License (CC BY-NC 3.0).
dc.source.urihttp://dx.doi.org/10.7196/AJHPE.2016.v8i1.683
dc.status.ispeerreviewedTRUE
dc.subjectRandomised controlled trials (RCTs)
dc.subjectEducation theory
dc.titleRandomised controlled trials in educational research: Ontological and epistemological limitations
dc.typeArticleen_US

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