Teaching Mixed-Methods Research Using a Socio-Ecological Perspective Online During the COVID-19 Pandemic

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Teaching About Mixed-Methods Research to Address Diverse Learners' Needs Using a Socio-Ecological Perspective (Table 13)

Abstract

Objectives and Theoretical Framework: A midwestern university developed a graduate-level certificate in mixed-methods research (MMR) with the intention of teaching the courses face-to-face. Faculty worked with a team of instructional design experts to develop an MMR course that focused on using a social-ecological approach. Applying Kolb’s (2015) experiential learning theory (ELT), the team designed robust instructional activities moving through the four-step process of experiencing, reflecting, thinking, and acting. In 2020, the MMR course was moved online in response to the COVID-19 pandemic. This study analyzes the effectiveness on students when adjusting a well-designed ELT face-to-face course to the online environment.

Methods: The course was offered virtually for two semesters. Graduate students (n=31) meet synchronously with their professor (18 hours), met in groups (6 hours), used McDonald et al.’s (2010) Crux of the Matter in asynchronous discussions, and completed virtual fieldwork. The course moved through three assignments of (a) critical analysis of MMR using the socio-ecological model (Plano Clark & Ivankova, 2016), (b) implementing an HSIRB-approved MMR group research project, and (c) independently conceptualize an MMR study. The research questions were 1. How effective was the online environment for learning MMR? and 2. What were the longer-term student outcomes for applying MMR using a socio-ecological model?

Data Sources: Data for this study included student artifacts, student formative and summative course evaluations, and two-year post-course publications, peer-reviewed papers and presentations, theses, dissertations, and student reflections on long-term use of MMR using a socio-ecological perspective. To measure research question 1, effectiveness of teaching MMR in an online environment, data was triangulated from the student artifact assessment rubrics and descriptive statistics and content analysis of formative and summative course evaluations. To measure research question 2, content analysis of student email responses and search results from the thesis and dissertation database were used to identify any students who had used or were proposing to use an MMR socio-ecological model in their study.

Results: Results suggest that for research question 1, the four-step ELT process was effectively implemented in the online environment and that students used their knowledge for further research and dissemination. Students shared that the class was a “one-of-a-kind experience”, was “well-structured, extremely informative, and overall applicable to real-life”, and that the “format of instruction was excellent”. A longer response stated
Content is incredibly relevant, and the projects especially are the best part of this class. This is one of the few classes that includes practical experience researching, coming up with a mini-study, research questions, data collection, etc. This is exactly what I want in a methods course.
In preliminary results for research question 2, we found two dissertations, one thesis, and five research projects. Two student email responses had an additional finding of using the experience from the MMR class HSIRB project to gain employment conducting research in their fields.

Significance: The significance of this study shows that ELT may be effectively applied to the online learning environment for graduate students and can play a role in long-term outcomes.

Authors

• June E. Gothberg, Calhoun Intermediate School District
  Presenting Author

• Mischelle P Duranleau, Western Michigan University
  Presenting Author