Mixed Methods for Research on Blended Learning in Teacher Education
PROCEEDINGS
Ying Wang, Curtis J. Bonk, Ginette Delandshere, Indiana University - Bloomington, United States ; Thomas Brush, Indiana University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Blended learning has great potentials to be applied in teacher education to increase the access and quality of teacher education programs. Mixed methods combine quantitative and qualitative methods to collect, analyze, and interpret data. Applying mixed methods to study online learning in teacher education helps to enrich research findings for a more comprehensive understanding and to enhance the study's scientific rigor. To ensure the rigor of mixed methods studies on online learning in teacher education, researchers should justify the selection of mixed methods based on research purpose and questions, integrate quantitative and qualitative methods meaningfully and effectively, and maintain methodological congruence.
Citation
Wang, Y., Bonk, C.J., Delandshere, G. & Brush, T. (2008). Mixed Methods for Research on Blended Learning in Teacher Education. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4359-4361). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2021 from https://www.learntechlib.org/primary/p/27942/.
Keywords
References
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