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Article
Challenges to Teaching Mixed Research Courses
RSEM Faculty Publications
  • Rebecca K. Frels, Lamar University
  • Anthony J. Onwuegbuzie, Sam Houston State University
  • Nancy L. Leech, School of Education and Human Development at the University of Colorado Denver
  • Kathleen M.T. Collins, University of Arkansas, Fayetteville
Document Type
Article
Publication Date
1-1-2012
Abstract
Across the United States, many faculty members are developing new mixed re-search courses. However, before embarking on teaching these courses, it would be helpful for instructors to be aware of the challenges faced by instructors and stu-dents in mixed research courses. Thus, the purpose of this qualitative-dominant mixed research study was to document these challenges. Participants were 11 in-structors of mixed research courses from institutions around the United States who were selected purposively via critical case sampling such that they represent-ed a diverse set of instructors. The following four themes emerged that represent-ed dimensions of challenges: Time, Diversity, Format/Life Situations, and Pre-conceived Bias. Three of these themes yielded 10 subthemes. Moreover, a corre-spondence analysis of the four themes revealed that they each fell somewhere on a continuum that lay from internal influences that characterized an interaction be-tween instructors and students (i.e., Diversity, Format/Life Situations) to external influences that characterized an interaction between instructors and curricula per-taining to the rapidly evolving field of mixed research—yielding the meta-themes of Internal Influence and External Influence. Implications for instructors and stu-dents undertaking mixed research courses are discussed.
Citation Information
Rebecca K. Frels, Anthony J. Onwuegbuzie, Nancy L. Leech and Kathleen M.T. Collins. "Challenges to Teaching Mixed Research Courses" (2012)
Available at: http://works.bepress.com/nancy-leech/8/