Contribution
Description: In this paper, I will tackle the issue of teaching research methods in a context where qualitative and quantitative approaches are not only seen as valid and useful ways of studying educational phenomena, but it is assumed that, in some cases, combined design may be the best choice for a particular research project. The current practice by which research courses are often either qualitative or quantitative, and even if taught in a single course, in a sequential manner and with no attempt to draw parallels between the two arguably polar approaches, is not pertinent.The research project bases on the results gained by the author during her study at Cambridge University (Niglas 1999a) and her doctoral dissertation defended at Tallinn Pedagogical University (Niglas 2004a).As the field of "mixed methods" is only in its early development but at the same time of high potential applicability and interest, it is necessary to study several imperative questions related to the teaching of the use of combined research designs: How to structure the research methods courses for post-graduate students in the framework of the model for the combined use of qualitative and quantitative approaches? What kind of supporting materials (case studies, control questions, web-based learning environment, etc.) should be used in or with the textbook and research methods courses? What are the students' views about these issues and about developed pedagogical approach? Etc. Methodology: As the final aim of the project is to develop the structure for research methods courses and the supporting web-environment, the research methodology should be different from the conventional deductive approach. Therefore the design of the study combines features of the action research (see, for example, Carr ed. 1996) and design research (see, for example, Edelson 2002) focussing mainly on the design process and allowing an active participation of the research team as well as the prospective users, whereby the theory can be changed and elaborated as a result of the critical analysis of the design process. Conclusions: In this paper only the results of the first cycle of bigger action/design research project will be presented. In the moment of writing the abstract the initial versions of the course structure and web environment have been developed and the first courses finished. The feedback session is planned to take place in the mid February, where the focus-group interviews and questionnaires will be used to collect the information about the participants'/students' views. Taken memos imply that the expected students' attitudes are mainly positive and supportive towards chosen approach, though they may be critical about the pace and the complicacy of the course. It is expected that they will have some good ideas how to make the course more accessible and the web environment more useful for them and future students. The expected value of this project is that it helps to find new and better substantiated ways to structure the research methods courses at the university level and thereby help to increase of the number of young researchers having the knowledgebase which corresponds to the present-day world standard.
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