Although mixed methods research (MMR) and community-based participatory research (CBPR) have been employed to investigate complex research questions to improve the reach, rigor, and relevance of research, little is understood about the intersection of the approaches. We conducted a methodological review of studies ( n = 129) using both MMR and CBPR, an advanced application we refer to as mixed methods community-based participatory research (MMCBPR). We systematically examined published MMCBPR studies to identify the methodological features and use in current research. Findings demonstrate that the components of MMR were not adequately described although some detail was provided about the use of CBPR. This study contributes to the evolution of advanced applications, and we offer recommendations for future applications of MMCBPR.

Although investigators in health sciences are increasingly interested in using mixed methods, greater adoption requires funding opportunities. Funding allocations can signal recognition of a particular methodology and proficiency of investigators in using such methods. We examined trends in prevalence of mixed methods research funded by federal agencies in the United States. We reviewed abstracts to describe the content and terminology related to mixed methods. The number of self-identified mixed methods awards (n = 535; 2009-2014) increased modestly from previous trends (n = 226; 1997-2008). Abstracts were highly variable in their depth of description and use of mixed methods terminology. We propose five elements to address when developing a scientific abstract for a mixed methods study to facilitate clear description of study design and methods.

Online course instructors’ perceptions and perspectives regarding their teaching presence as a key presence in online learning environments significantly influence, if not determine, their online teaching practices, which in turn influence the quality of online students’ learning experiences. Although gaining deeper insights into online course instructors’ perceptions and experiences of teaching presence is quite important and valuable for online education, there is still limited qualitative inquiry into this critical presence across diverse online teaching contexts. The purpose in this qualitative, multiple case study was to explore and understand online course instructors’ perceptions and experiences regarding their own presence in their online courses. We explored the perceptions and experiences of eight course instructors teaching undergraduate and graduate-level online courses at a midwestern U.S. college. Our findings indicated that teaching presence was uniformly considered important and necessary by the instructors although their applications and priorities regarding their teaching presence varied. We discussed our themes that emerged from our interview data and offered several theoretical and practical implications regarding teaching presence in online learning environments.

This study aims at revealing the efficiency of the application of the instructional design prepared via the Six Thinking Hats and SCAMPER techniques. The question "How do 7th grade students associate the course unit Human and Environment which is taught via the Six Thinking Hats and SCAMPER techniques?" constitutes the problem of the study. For this purpose, the case study method, which is a method of qualitative research, was used in the second semester of the academic year 2012-2013. The study group consists of 20 students in total, including 10 girls and 10 boys studying at the 7th grade at a full time secondary school in Beykoz district of Istanbul province. The primary source of data in the study included observation, open-ended question form and document while interviews were employed as the secondary source of data. The data acquired upon the study were analyzed through content analysis. This study provides awareness to the students with the instructional design prepared via The Six Thinking Hats and SCAMPER techniques. As a result of the study shows that students were seen to have performed improvement in comparing ecosystems in terms of diversity of living creatures and climatic features. It was revealed that majority of the students have a negative/ pessimistic approach regarding the world and the environment in future both before and after the application; and they possessed the main point of view that the "world will be a dirty place" in future.

Bu lisans, yazarın orijinal yaratıcı olarak atfedilmesi ve yeniden kullanımın ticari olmayan amaçlarla, yani araştırma veya eğitim amaçlı kullanımla sınırlı olması koşuluyla, kullanıcıların makaleyi kullanmasına, çoğaltmasına, yaymasına veya görüntülemesine izin verir.