Teaching and learning mixed methods research in computer-mediated environment: Educational gains and challenges
Nataliya V Ivankova
Educational Psychology and Research, School of Education, University of Alabama at Birmingham School of Education, Birmingham AL, United States of America
PP: 049 - 065
Abstract
The purpose of this article is to describe the unique experiences of teaching and learning applied mixed methods research course in the computer-mediated environment and the associated educational gains and challenges, drawing on both instructor and students' experiences.
Students' perspective is based on the formative feedback received during the course, end-of-course evaluations, and students' emails to the instructor collected during five semesters of the course offering.
Educational gains that the online format offered were evident in the increased access to the course, more enriched and engaged learning, availability of prompt formative feedback, and exposure to multiple mixed methods research situations. For students, learning challenges fell into four categories: content, cognitive, technological, and those related to the online asynchronous learning environment. Pedagogical challenges related to the course design and student involvement with the course, while methodological challenges were caused by the specifics of the course content and availability of teaching resources.
Keywords
mixed methods research; integrated methods; computer-mediated learning environment; online; teaching; course design
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