The Application of Concurrent or Sequential Mixed-Methods Research Designs and Their Methodological Implications: Investigating Tacit Knowledge, Its Use, and Application in Automotive Development

Bell, Robin; Warren, Vessela; Schmidt, René

doi:10.4135/9781529604474

Cited by 7 publications

(7 citation statements)

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“…Although some theses underpinned their mixed methods case study research design with realism and identified and justified the role and importance of both objectivity and subjectivity within their research. It is important for DBA and applied business researchers not to default to pragmatism (Bell et al, 2022), hiding behind a veil of seeking solutions to practice, as most research seeks to offer some practical value in terms of outcomes and recommendations, but be able to justify their decisions based on outcomes and be able to demonstrate alignment and justify each stage of the research process.…”

Section: Discussionmentioning

confidence: 99%

Illuminating a methodological pathway for doctor of business administration researchers: Utilizing case studies and mixed methods for applied research

Bell

Warren

2023

Social Sciences & Humanities Open

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Section: Discussionmentioning

confidence: 99%

Illuminating a methodological pathway for doctor of business administration researchers: Utilizing case studies and mixed methods for applied research

Bell

Warren

2023

Social Sciences & Humanities Open

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“…The study has several limitations that should be considered when interpreting the results. First, although gathering quantitative and qualitative data simultaneously is acceptable in a concurrent mixed-methods design as it helps speed up the researcher’s data collection and save time (Bell et al, 2022), it has some drawbacks. In this study, the respondents had little to no opportunity – if any – to obtain clarification regarding any unclear items because the data collection tool was an online survey.…”

Section: Methodsmentioning

confidence: 99%

When a disaster strikes: Are libraries in the Philippines ready?

Superio,

Yap,

Sebial-Guinanao

et al. 2024

IFLA Journal

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Disasters, whether triggered by natural or man-made hazards, frequently threaten libraries in the Philippines. Utilizing a mixed-methods approach, this research involved a detailed seven-part survey that was completed by 90 head librarians or officers-in-charge across the country. The findings indicate that many libraries have experienced disasters in the past decade. Despite this, most lack adequate preparedness, with 69 operating without a disaster management plan. This lack of preparedness is attributed to constraints such as limited finances and human resources, among others, along with a perception of low disaster risk. While most libraries have implemented basic emergency protocols, such as alarm systems and emergency kits, and some have insurance and updated emergency telephone trees, these measures fall short of the comprehensive requirements for effective disaster management. The study underscores the vital importance of disaster management plans, adequate equipment, sturdy library structures and strong library networks in disaster preparedness and management. It also calls for urgent action in policy enforcement, capacity building and further research to bolster the resilience of libraries against potential disasters.

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“…This study used a concurrent mixed methods design for assessing firstyear students' e-readiness for using an LMS in the context of online teaching, learning, and assessment activities during the COVID-19 pandemic from the year 2020 to 2021. The researchers selected this approach to triangulate data in order to determine and demonstrate congruence between quantitative and qualitative findings as theorized by Bell et al (2022). In this study, a concurrent mixed methods design was selected to compare and contrast quantitative statistical results from first-year students with qualitative findings from the academics' open-ended questionnaire and the observations made in the LMS.…”

Section: Methodsmentioning

confidence: 99%

First-Year Student's E-Readiness to Use Learning Management System: COVID-19 Realities

Mphahlele,

Makgato-Khunou,

Tshephe

et al. 2023

IJEDE

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The COVID-19 pandemic has profoundly impacted higher education institutions worldwide, prompting a rapid shift towards online learning environments. This study aims to assess the e-readiness of first-year students in using the Learning Management System (LMS) in the context of COVID-19. The researchers used the Technology Acceptance Model (TAM) framework to understand the first-year students’ acceptance and adoption of technology, focusing on perceived usefulness and ease of use. This study employed a concurrent mixed methods approach: To what extent were University of South Africa (UNISA) first-year students e-ready to use the LMS for engaging in online teaching, learning, and assessment activities during the COVID-19 pandemic? A sample of 2,707 first-year students and 30 academics from diverse academic disciplines was selected from nine colleges of the South African Open, Distance, and e-Learning (ODeL) institution during the years 2020 and 2021. The study evaluated the students’ technological proficiency, digital literacy skills, access to digital devices and the internet, and their perceptions and attitudes towards online learning and assessment. The study explored students’ experiences, motivations, and barriers to effectively using an LMS for engaging in online teaching, learning and assessment activities during the COVID-19 pandemic. Preliminary findings indicated that while many first-year students had basic digital skills and access to the necessary technological resources, many faced challenges in adapting to online learning environments. These challenges included limited internet connectivity, lack of technical support, difficulties in managing time and motivation, and unfamiliarity with LMS resources and activities. However, students also expressed positive attitudes towards the flexibility and accessibility offered by online learning, appreciating the convenience and diverse learning resources available through an LMS. The outcomes of this research will inform educators, administrators, and policy-makers in developing strategies to enhance first-year students’ e-readiness and improve the implementation of online teaching, learning, and assessment activities. Addressing the identified challenges can lead to a more inclusive and effective learning environment, ensuring equitable access to education amidst the ongoing COVID-19 realities.Keywords: COVID-19, digital literacy, e-Readiness, First-year students, online learning, Open-Distance and e-Learning, Technology Acceptance Model L’état de cyberpréparation des étudiants à l’utilisation du système de gestion de l’apprentissage : contexte de la COVID-19 Résumé : La pandémie de la COVID-19 a profondément changé la culture dans le monde des établissements d’enseignement supérieur et a accéléré la transition vers des environnements d’apprentissage en ligne. Cette étude a pour objectif d’évaluer l’état de cyberpréparation des étudiants de première année universitaire à l’ut du système de gestion de l’apprentissage (SGA) dans le contexte de la COVID-19. Les chercheurs ont utilisé comme cadre, le modèle d’acceptation de la technologie (MAT), afin de comprendre le degré d’acceptation et d’adoption de la technologie par les étudiants en ciblant leur perception sur sa facilité d’utilisation et son utilité. Cette étude utilise une approche de méthodes mixtes simultanées : Dans quelle mesure les étudiants de première année de l’Université d’Afrique du Sud (UNISA) sont-ils préparés au numérique pour utiliser le SGA et s’intéresser aux activités d’enseignement, d’apprentissage et d’évaluation en ligne durant la pandémie de la COVID-19? Un échantillon de 2 707 étudiants de première année provenant de 30 universités et de différentes disciplines a été sélectionné à partir de neuf (9) collèges participants de l’Institut pour une collectivité ouverte, à distance et en ligne (IODL) de l’Université d’Afrique du Sud, pendant les années 2020 et 2021. L’étude évalue l’aptitude à la technologie, les habiletés numériques, l’accessibilité aux outils technologiques et à l’Internet ainsi que leur perception et leur attitude face à l’apprentissage et l’évaluation en ligne. Elle analyse également les expériences, la motivation et les barrières d’une utilisation efficace du SGA pour s’engager dans les activités d’enseignement, d’apprentissage et d’évaluation en ligne durant la pandémie de la COVID-19. Les résultats préliminaires indiquent qu’alors que plusieurs étudiants de première année possèdent des habiletés numériques de base et ont accès aux ressources technologiques essentielles, plusieurs d’entre eux ont des difficultés d’adaptation aux environnements d’apprentissage en ligne. Ces difficultés comprennent la qualité de la connexion à Internet, le manque de soutien technique, celles de gérer leur temps et leur motivation ainsi que le manque de familiarité avec les ressources et les activités du SGA. Cependant, les étudiants ont aussi exprimé une attitude positive envers la flexibilité et l’accessibilité que l’apprentissage en ligne peut offrir, de même qu’ils ont apprécié les avantages et la diversité des ressources offertes par un SGA. Les constats de cette recherche vont permettre de renseigner les éducateurs, les administrateurs et les décideurs dans le développement de stratégies pour accroître l’état de cyberpréparation des étudiants de première année et améliorer l’implantation des activités d’enseignement, d’apprentissage et d’évaluation en ligne. Agir face aux défis identifiés ne peut que conduire vers un environnement d’apprentissage plus inclusif et plus efficace, assurant ainsi un accès équitable à l’éducation dans la continuité des réalités de la COVID-19.Mots-clés : COVID-19, habileté numérique, état de cyberpréparation, étudiants de première année universitaire, apprentissage en ligne, collectivité ouverte, à distance et en ligne, modèle d’acceptation de la technologie

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The Application of Concurrent or Sequential Mixed-Methods Research Designs and Their Methodological Implications: Investigating Tacit Knowledge, Its Use, and Application in Automotive Development

Cited by 7 publications

References 0 publications

Illuminating a methodological pathway for doctor of business administration researchers: Utilizing case studies and mixed methods for applied research

Illuminating a methodological pathway for doctor of business administration researchers: Utilizing case studies and mixed methods for applied research

When a disaster strikes: Are libraries in the Philippines ready?

First-Year Student's E-Readiness to Use Learning Management System: COVID-19 Realities

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