Description

CONCLUSION: A four-phase model for teaching and learning mixed research

ANTHONY J ONWUEGBUZIE, REBECCA K FRELS*, KATHLEEN M T COLLINS+ AND NANCY L LEECH!

Department of Educational Leadership, Sam Houston State University, Huntsville, TX, USA;

*Lamar University, Beaumont, TX, USA;

+University of Arkansas at Fayetteville, Fayetteville, AR, USA;

!University of Colorado Denver, Denver, CO, USA

Abstract

In this editorial, we outline a model for teaching a doctoral-level mixed research course either face-to-face or on-line. This model is designed to provide doctoral students with varied opportunities to acquire the knowledge and skills to formulate, to plan, and to implement rigorous and successful mixed research studies and programs of research. We discuss the four overlapping phases of the model: conceptual/theoretical, technical, applied, and emergent scholar phases. Finally, we provide the challenges for instructors using this model via a qualitative inquiry, and challenges and learning benefits of students via a mixed research analysis of reflections of the course. In conclusion, we present a rationale for integrating our model, or components of the model, into doctoral-level research courses.

Keywords: mixed research, mixed methods research, teaching mixed research, pedagogy, learning mixed research, four-phase model of teaching, 13-step mixed research process