Integrating Quantitative and Qualitative Research Methods to Examine Student Resistance to Active Learning

Autor/inn/en	Shekhar, Prateek; Prince, Michael; Finelli, Cynthia; Demonbrun, Matt; Waters, Cynthia
Titel	Integrating Quantitative and Qualitative Research Methods to Examine Student Resistance to Active Learning
Quelle	In: European Journal of Engineering Education, 44 (2019) 1-2, S.6-18 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shekhar, Prateek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1438988
Schlagwörter	Mixed Methods Research; Resistance (Psychology); Active Learning; Undergraduate Students; Engineering Education; Focus Groups; Expectation; Classroom Observation Techniques; Student Surveys; Teaching Methods; Learner Engagement + Suchen Sie Ihr Suchwort? Resistenz; Aktives Lernen; Ingenieurausbildung; Expectancy; Erwartung; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Engineering education researchers are increasingly integrating qualitative and quantitative research methods to study learning and retention in engineering. While quantitative methods can provide generalisable results, qualitative methods generate rich, descriptive understanding of the investigated phenomenon. On the other hand, a mixed methods approach provides benefits of the two approaches by incorporating them in a single study. However, engineering faculty often faces difficulty in integrating qualitative and quantitative methods and designs in their education research. This article discusses mixed methods in the context of an actual ongoing engineering education research project investigating student resistance to active learning. We describe the research design in phases that show the integration of quantitative and qualitative results, and how these data sources can help influence the direction of the research and triangulate findings. Our mixed method research experience highlights the importance of thinking iteratively between qualitative and quantitative data sources during the instrument development process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01