Revisiting the difference between mixed methods and multimethods: Is it all in the name?

Anguera, M. Teresa; Blanco-Villaseñor, Ángel; Losada, José Luís; Sánchez-Algarra, Pedro; Onwuegbuzie, Anthony J.

doi:10.1007/s11135-018-0700-2

Cited by 190 publications

(155 citation statements)

References 48 publications

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“…The main strength of the study was the inclusion of a broad spectrum of stakeholders, using mixed methods to understand their position on the use and experience of using digital tools for the recruitment to and retention in clinical trials [23]. The CTU survey was able to collect views from a range of CTU staff with different job roles.…”

Section: Strengths and Weaknesses Of The Studymentioning

confidence: 99%

Using digital tools in the recruitment and retention in randomised controlled trials: survey of UK Clinical Trial Units and a qualitative study

Blatch-Jones

Nuttall

Bull

et al. 2020

Trials

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Background: Recruitment and retention of participants in randomised controlled trials (RCTs) is a key determinant of success but is challenging. Trialists and UK Clinical Research Collaboration (UKCRC) Clinical Trials Units (CTUs) are increasingly exploring the use of digital tools to identify, recruit and retain participants. The aim of this UK National Institute for Health Research (NIHR) study was to identify what digital tools are currently used by CTUs and understand the performance characteristics required to be judged useful. Methods: A scoping of searches (and a survey with NIHR funding staff), a survey with all 52 UKCRC CTUs and 16 qualitative interviews were conducted with five stakeholder groups including trialists within CTUs, funders and research participants. A purposive sampling approach was used to conduct the qualitative interviews during March-June 2018. Qualitative data were analysed using a content analysis and inductive approach. Results: Responses from 24 (46%) CTUs identified that database-screening tools were the most widely used digital tool for recruitment, with the majority being considered effective. The reason (and to whom) these tools were considered effective was in identifying potential participants (for both Site staff and CTU staff) and reaching recruitment target (for CTU staff/CI). Fewer retention tools were used, with short message service (SMS) or email reminders to participants being the most reported. The qualitative interviews revealed five themes across all groups: 'security and transparency'; 'inclusivity and engagement'; 'human interaction'; 'obstacles and risks'; and 'potential benefits'. There was a high level of stakeholder acceptance of the use of digital tools to support trials, despite the lack of evidence to support them over more traditional techniques. Certain differences and similarities between stakeholder groups demonstrated the complexity and challenges of using digital tools for recruiting and retaining research participants.

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Section: Strengths and Weaknesses Of The Studymentioning

confidence: 99%

Using digital tools in the recruitment and retention in randomised controlled trials: survey of UK Clinical Trial Units and a qualitative study

Blatch-Jones

Nuttall

Bull

et al. 2020

Trials

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“…The third workshop demonstrated options for the sequencing and mixing in, between, and across of quant and qual components of a research project (Anguera et al, 2018;Creswell & Plano-Clarke, 2011). This included the foundational concepts of choosing what evidence to provide, e.g.…”

Section: Developing a Pedagogy For Mixed Methodsmentioning

confidence: 99%

“…An advantage of MM is that it provides researchers a 'new framework for thinking' about complex phenomena in the social sciences (Fetters et al, 2013(Fetters et al, , p.2151. However, it also presents a challenge for instructors wanting to expose new researchers to a multiplicity of methods (Anguera et al, 2018). Furthermore, this challenge is heightened when 'there are few instructors with the social research methods community who possess the theory/methods skills to teach such a course effectively' (Hesse-Biber, 2015, p. 475).…”

Section: Introductionmentioning

confidence: 99%

Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers

Rose

Low‐Choy

2019

5th International Conference on Higher Education Advances (HEAd'19)

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Mixed methods research is burgeoning across the social sciences. Yet there is a need to implement more modern approaches to teaching it in higher education. The aim of this work is to outline pedagogy and preliminary evaluation of new mixed methods workshops designed and implemented in an Australian university. A specific feature of these workshops included unpacking the ontological, epistemological and axiological understandings of various methods and the paradigms or worldviews that underpin each approach. This overview of the processes of scientific inquiry that permits mixing-in within and across quantitative and qualitative research designs aims to help participants to see how logics moved among these divides. In order to engage participants in critically learning about these abstract concepts, we adopted teaching strategies of flipped classroom and active learning. Results, from the workshop evaluations and individual learning reflections, provided preliminary evidence that: (i) due to this broad overview on mixed methods, participants would likely use mixed methods in the future in their field; and (ii) there is a strong appetite for high quality Mixed Methods instruction in higher education.

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“…Año 2020 93 Y, aunque se haya realizado un breve inciso en la importancia y uso de los métodos mixtos en investigación, no es el objeto de debate del presente texto la dualidad entre ambos enfoques y perspectivas de investigación. Por ello se recomienda la lectura de Anguera et al, (2018), Mertens (2015), Mertens et al, (2016), Núñez (2017) o Sánchez-Gómez, Rodrigues y Costa (2018) para ampliar la información. Asimismo, y para finalizar con esta idea, desde estas líneas se hace hincapié en la importancia de la utilización de los métodos mixtos en investigación por la denominada "eficiencia teórica" (Sánchez-Gómez, Rodrigues y Costa, 2018, p.5).…”

Section: E S T U D I O S Y E N S a Y O Sunclassified

El método etnográfico como construcción de conocimiento: un análisis descriptivo sobre su uso y conceptualización en ciencias sociales

Fernández

2020

Márgenes

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La investigación cualitativa centra sus intereses en el análisis de las relaciones sociales. Numerosas son las disciplinas y metodologías que derivan de ella. Un buen ejemplo, es el caso del método etnográfico interesado en analizar, describir y comprender el funcionamiento de las culturas y lo que a ellas acontecen. Desde un punto de vista educativo, este enfoque va a permitir analizar e interpretar la realidad social a través las relaciones humanas y su contexto atribuyéndole significados. Motivado por este contexto, el presente trabajo tiene como objetivo principal realizar una revisión bibliográfica sobre el método etnográfico. Con una metodología descriptiva, se realizará una reseña sobre el origen de este método, así como a su conceptualización y caracterización. En segundo lugar, se abordará su importancia desde un punto de vista educativo y se realizarán algunas propuestas de orientación para su puesta en práctica. Se finalizará con un apartado de conclusiones entre las que se destaca las múltiples ventajas que el uso de este método ofrece, destacando su carácter pro-activo hacia la búsqueda de mejoras y su carácter descriptivo, naturalista, holístico e inductivo. Palabras clave: etnografía; ciencias sociales; investigación; método; educación AbStRACt ism for regulating the academic market Qualitative research focuses its interests on the analysis of social relations. Numerous are the disciplines and methodologies that derive from it. A good example is the case of the ethnographic method interested in analyzing, describing and understanding the functioning of cultures and what happens to them. From an educational point of view, this approach will allow analyzing and interpreting social reality through human relationships and their context by attributing meanings. Motivated by this context, the present work has as aim objective to carry out a bibliographic review on the ethnographic method. With a descriptive methodology, a review will be made about the origin of this method, as well as its conceptualization and characterization. Secondly, its importance will be approached from an educational point of view and some guidance proposals will be made for its implementation. Finally, it will focus on making a proposal for guidance for its implementation. Almudena Cotán Fernández 1 El método etnográfico como construcción de conocimiento: un análisis descriptivo sobre su uso y conceptualización en ciencias sociales The ethnographical method as construction of knowledge: a descriptive analysis on its use and conceptualization in social sciences

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Revisiting the difference between mixed methods and multimethods: Is it all in the name?

Cited by 190 publications

References 48 publications

Using digital tools in the recruitment and retention in randomised controlled trials: survey of UK Clinical Trial Units and a qualitative study

Using digital tools in the recruitment and retention in randomised controlled trials: survey of UK Clinical Trial Units and a qualitative study

Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers

El método etnográfico como construcción de conocimiento: un análisis descriptivo sobre su uso y conceptualización en ciencias sociales

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