Book•
A Concise Introduction to Mixed Methods Research
17 Aug 2021-
TL;DR: This book discusses the development and Advancement of Mixed Methods, and the skills needed to conduct Mixed Methods Research, and evaluates the Quality of a Mixed Methods Study.
Abstract: Chapter 1. Basic Features of Mixed Methods Research Chapter 2. The Development and Advancement of Mixed Methods Chapter 3. Steps in Designing Mixed Methods Study Chapter 4. Skills Needed to Conduct Mixed Methods Research Chapter 5. Basic and Advanced Mixed Methods Designs Chapter 6. How to Draw a Diagram of Procedures Chapter 7. Introducing a Mixed Methods Study Chapter 8. Sampling and Integration Issues Chapter 9. Writing a Mixed Methods Study for Publication Chapter 10. Evaluating the Quality of a Mixed Methods Study
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TL;DR: This publication marks a historical moment-the first inclusion of qualitative research in APA Style, which is the basis of both the Publication Manual of the American Psychological Association (APA, 2010) andAPA Style CENTRAL, an online program to support APA style.
Abstract: The American Psychological Association Publications and Communications Board Working Group on Journal Article Reporting Standards for Qualitative Research (JARS-Qual Working Group) was charged with examining the state of journal article reporting standards as they applied to qualitative research and with generating recommendations for standards that would be appropriate for a wide range of methods within the discipline of psychology. These standards describe what should be included in a research report to enable and facilitate the review process. This publication marks a historical moment-the first inclusion of qualitative research in APA Style, which is the basis of both the Publication Manual of the American Psychological Association (APA, 2010) and APA Style CENTRAL, an online program to support APA Style. In addition to the general JARS-Qual guidelines, the Working Group has developed standards for both qualitative meta-analysis and mixed methods research. The reporting standards were developed for psychological qualitative research but may hold utility for a broad range of social sciences. They honor a range of qualitative traditions, methods, and reporting styles. The Working Group was composed of a group of researchers with backgrounds in varying methods, research topics, and approaches to inquiry. In this article, they present these standards and their rationale, and they detail the ways that the standards differ from the quantitative research reporting standards. They describe how the standards can be used by authors in the process of writing qualitative research for submission as well as by reviewers and editors in the process of reviewing research. (PsycINFO Database Record
982 citations
TL;DR: Joint displays appear to provide a structure to discuss the integrated analysis and assist both researchers and readers in understanding how mixed methods provides new insights.
Abstract: PURPOSE Mixed methods research is becoming an important methodology to investigate complex health-related topics, yet the meaningful integration of qualitative and quantitative data remains elusive and needs further development. A promising innovation to facilitate integration is the use of visual joint displays that bring data together visually to draw out new insights. The purpose of this study was to identify exemplar joint displays by analyzing the various types of joint displays being used in published articles. METHODS We searched for empirical articles that included joint displays in 3 journals that publish state-of-the-art mixed methods research. We analyzed each of 19 identified joint displays to extract the type of display, mixed methods design, purpose, rationale, qualitative and quantitative data sources, integration approaches, and analytic strategies. Our analysis focused on what each display communicated and its representation of mixed methods analysis. RESULTS The most prevalent types of joint displays were statistics-by-themes and side-by-side comparisons. Innovative joint displays connected findings to theoretical frameworks or recommendations. Researchers used joint displays for convergent, explanatory sequential, exploratory sequential, and intervention designs. We identified exemplars for each of these designs by analyzing the inferences gained through using the joint display. Exemplars represented mixed methods integration, presented integrated results, and yielded new insights. CONCLUSIONS Joint displays appear to provide a structure to discuss the integrated analysis and assist both researchers and readers in understanding how mixed methods provides new insights. We encourage researchers to use joint displays to integrate and represent mixed methods analysis and discuss their value.
698 citations
Cites methods from "A Concise Introduction to Mixed Met..."
...Data Extraction For each article, we extracted the following information: (1) the design; (2) the study purpose; (3) the mixed methods rationale, (4) quantitative data sources; (5) qualitative data sources; (6) integration approaches used at the methods level: explaining, building, merging, and embedding; and (7) analytic strategies at the interpretation and reporting level: narrative, data transformation, and joint display....
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TL;DR: This article made a distinction between qualitative and descriptive research in the field of second language teaching and learning, and made a comparison between the two types of research, focusing on what rather than how or why something has happened.
Abstract: Qualitative and descriptive research methods have been very common procedures for conducting research in many disciplines, including education, psychology, and social sciences. These types of research have also begun to be increasingly used in the field of second language teaching and learning. The interest in such methods, particularly in qualitative research, is motivated in part by the recognition that L2 teaching and learning is complex. To uncover this complexity, we need to not only examine how learning takes place in general or what factors affect it, but also provide more in-depth examination and understanding of individual learners and their behaviors and experiences. Qualitative and descriptive research is well suited to the study of L2 classroom teaching, where conducting tightly controlled experimental research is hardly possible, and even if controlled experimental research is conducted in such settings, the generalizability of its findings to real classroom contexts are questionable. Therefore, Language Teaching Research receives many manuscripts that report qualitative or descriptive research. The terms qualitative research and descriptive research are sometimes used interchangeably. However, a distinction can be made between the two. One fundamental characteristic of both types of research is that they involve naturalistic data. That is, they attempt to study language learning and teaching in their naturally occurring settings without any intervention or manipulation of variables. Nonetheless, these two types of research may differ in terms of their goal, degree of control, and the way the data are analyzed. The goal of descriptive research is to describe a phenomenon and its characteristics. This research is more concerned with what rather than how or why something has happened. Therefore, observation and survey tools are often used to gather data (Gall, Gall, & Borg, 2007). In such research, the data may be collected qualitatively, but it is often analyzed quantitatively, using frequencies, percentages, averages, or other statistical analyses to determine relationships. Qualitative research, however, is more holistic and often involves a rich collection of data from various sources to gain a deeper understanding of individual participants, including their opinions, perspectives, and attitudes. Qualitative research collects data qualitatively, and the method of analysis is 572747 LTR0010.1177/1362168815572747Language Teaching ResearchEditorial editorial2015
593 citations
Cites background from "A Concise Introduction to Mixed Met..."
...…(e.g., experimental research integrated with qualitative research) or collection of qualitative and quantitative data from different sources, such as quantitative test data along with qualitative interview data, to find out if findings from the two sources converge (Creswell, 2015; Springer, 2010)....
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..., experimental research integrated with qualitative research) or collection of qualitative and quantitative data from different sources, such as quantitative test data along with qualitative interview data, to find out if findings from the two sources converge (Creswell, 2015; Springer, 2010)....
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TL;DR: The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.
Abstract: The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.
586 citations
Cites methods from "A Concise Introduction to Mixed Met..."
...Moreover, it is a helpful method to achieve the research objectives in a smooth way, as highlighted by (Creswell 2014)....
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...Qualitative method is the best way to explore more thoroughly the participants’ experiences, attitudes and belief, as it does not regard facts as objective, but as a subjective reality related to differences in each individual (Creswell 2014)....
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TL;DR: The purpose of this paper was to examine mixed methods research in an attempt to demystify the design thereby allowing those less familiar with its design an opportunity to utilize it in future research.
Abstract: Accepted: 09.07..2013 Mixed methods research evolved in response to the observed limitations of both quantitative and qualitative designs and is a more complex method. The purpose of this paper was to examine mixed methods research in an attempt to demystify the design thereby allowing those less familiar with its design an opportunity to utilize it in future research. A review of the literature revealed that it has been gaining acceptance among researchers, researchers have begun using mixed methods research, it has the potential to offer more robust research, researchers are encouraged to outline clearly the reason(s) for using mixed methods design, and it is a more complex research design. Mixed methods research has become a valid alternative to either quantitative or qualitative research designs. It offers richer insights into the phenomenon being studied and allows the capture of information that might be missed by utilizing only one research design, enhances the body of knowledge, and generates more questions of interest for future studies that can handle a wider range of research questions because the researcher is not limited to one research design. Researchers will need to be knowledgeable in quantitative, qualitative, and mixed methods designs.
242 citations
References
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Book•
18 Aug 2006TL;DR: This book discusses writing and Evaluating Mixed Methods Research, and the importance of knowing the structure of the writing so that it Relates to the Designs Evaluating a Mixed Methods Study Within Designs.
Abstract: List of Tables List of Figures Preface Purpose of This Book Audience for the Book Book Features Acknowledgments Chapter 1: Understanding Mixed Methods Research Purpose and Organization Clarifying Terms What Is Mixed Methods Research? The Importance of Mixed Methods Research Summary Activities Additional Resources to Examine Chapter 2: Examining Preliminary Considerations Consider Worldview Stances The Basics of Quantitative and Qualitative Research Research Problems Addressed by Mixed Methods Summary Activities Additional Resources to Examine Chapter 3: Locating and Reviewing Mixed Methods Studies Searching for and Reviewing Mixed Methods Studies A Mixed Methods Notation System and Visual Diagrams Four Examples of Mixed Methods Studies Summary Activities Additional Resources to Examine Chapter 4: Choosing a Mixed Methods Design Classifications of Mixed Methods Designs The Four Major Types of Mixed Methods Designs Selecting a Type of Mixed Methods Design Implementing the Design Decisions Writing a Paragraph to Identify a Study's Design Summary Activities Additional Resources to Examine Chapter 5: Introducing a Mixed Methods Study Writing a Mixed Methods Title Stating the Problem in the Introduction The Purpose Statement Research Questions and Hypotheses Summary Activities Additional Resources to Examine Chapter 6: Collecting Data in Mixed Methods Research Procedures in Qualitative and Quantitative Data Collection Data Collection in Mixed Methods Design Summary Activities Additional Resources to Examine Chapter 7: Analyzing Data in Mixed Methods Research Procedures in Quantitative and Qualitative Data Analysis Data Analysis With Mixed Methods Designs Summary Activities Additional Resources to Examine Chapter 8: Writing and Evaluating Mixed Methods Research General Guidelines for Writing Organize the Structure of the Writing So That It Relates to the Designs Evaluating a Mixed Methods Study Within Designs Summary Activities Additional Resources to Examine Chapter 9: Questions Often Raised About Mixed Methods Research Anticipate Mixed Methods Questions What Is Mixed Methods Research? Is Mixed Methods Research Accepted? Is Mixed Methods Research Realistic? Summary Activities Additional Resources to Examine Chapter 10: Future Directions for Mixed Methods Research Needed Developments in Mixed Methods Research Summary Activities Additional Resources to Examine Appendix A. A Triangulation Design Appendix B. An Embedded Design Appendix C. An Explanatory Design Appendix D. An Exploratory Design References Index About the Authors
23,221 citations
Journal Article•
TL;DR: Creswell as mentioned in this paper presented a concise introduction to mixed methods research, by John W. Creswell, Sage Publications Inc, 2014, 152 pages, paperback, Price AUS$43.95/NZ$46.04, ISBN 978-1-4833-5904-5.
Abstract: Review(s) of: A concise introduction to mixed methods research, by John W. Creswell, Sage Publications Inc, 2014, 152 pages, paperback, Price AUS$43.95/NZ$46.04, ISBN 978-1-4833-5904-5.
18 citations