Description

What constitutes effective learning experiences in a mixed methods research course? An examination from the student perspective

Cheryl Poth

Centre for Research in Applied Measurement and Evaluation, Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada

Abstract

Researchers are increasingly tasked with integrating multiple data sources for addressing complex issues, yet methodological training has to date failed to prepare researchers adequately to meet these new demands (e.g., Leech & Onwuegbuzie, 2010). An embedded mixed methods design was used in which quantitative data were embedded within a qualitative case study bounded by the duration of the course and its participants for the purpose of generating a comprehensive understanding of the course experience and impact from the students’ perspective. The findings shed new light on the inadequacy of a single mixed methods course for preparing course participants to undertake mixed methods dissertation research, as well as the untapped potential of the course for building research skills beyond planning across three methodologies. Implications for teaching about mixed methods are discussed.

Keywords: student perspective, methodological training, mixed methods teaching