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ERIC Number: EJ1206222
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISSN: EISSN-2471-0059
Hopscotch 2.0: An Enhanced Version of the Model for the Generation of Research Designs in Social Sciences and Education
Jorrín Abellán, Ivan M.
Georgia Educational Researcher, v16 n1 Article 3 p5-22 Win 2019
The development of educational research designs might be daunting for novice researchers that have to make choices among the plethora of philosophical frameworks, research traditions, and different methods existing in the field. In this article we describe the process followed to formally evaluate Hopscotch, a model and a web-tool created by the author in 2015 to help novice researchers in the generation of solid and well-informed qualitative research designs. To do so, a responsive evaluation based on case study methods was conducted. The obtained results led us build a new 2.0 version of the Hopscotch's web-tool overcoming the limitations identified by the users of the initial version launched in 2015. Among others, the web-tool now offers the possibility of creating not only qualitative research designs, but also quantitative and mixed-methods designs. The system also allows for the collaboration and sharing of research designs among its users. It also provides the option of generating visual representations of the key components of six different types of qualitative research designs, four types of quantitative research designs, and four types of mixed-methods research designs. This newly developed tool based on the principles of Open Science, aims at helping novice researchers to deeply reflect on the research designs for their dissertations, research studies and even capstone projects.
Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail:; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A