Visualizing the Process: Using Visuals to Teach and Learn Mixed Methods Research

Introduction

Improving teaching about mixed methods has a direct connection to future uses of and innovations in this methodology. Using creative approaches to teaching mixed methods, including the use of visuals in the teaching and learning process, can build emerging researchers’ capacities to imagine innovative mixed method practices and designs to address complex problems. Therefore, considerations of the future possibilities and challenges for mixed methods theory and practice need to also attend to those faced by mixed methods instructors who directly shape the field's future.

The purpose of this chapter is to argue for the value of using visuals to teach and learn about mixed methods research. For the purposes of this chapter, I define visuals as figures, tables, or other line drawings that use shapes, arrows, lines, and other elements to communicate information. In this chapter, I provide an overview of common practices for teaching research methods and mixed methods in particular. However, since mixed methods is an evolving field, this discussion is based on practices and conceptualizations for mixed methods research common at the time of writing this chapter. I also provide a discussion of the value of visuals in this process, and how I have used visuals to teach specific mixed methods elements including design-specific nuances related to timing and integration approaches. Investigating how research methods are taught is important because these courses communicate a set of values and the positioning of various methods in the field and programme (Capraro & Thompson, 2008; Tashakkori & Teddlie, 2003). Additionally, these norms also impact the peer review process and the “quality and usefulness of published articles” (Capraro & Thompson, 2008, p. 247). Learning environments offer spaces for emerging researchers to experiment with ideas (Niglas, 2009) and improve their skills in the communication, design, and implementation of mixed methods. Reviewing the current and future implications for technology in visualization is beyond the scope of this chapter. Instead, this chapter focuses on capacity building in people by discussing how teachers of mixed methods research can operationalize the benefits of making visuals in their teaching. I conclude with some of the key topics and challenges mixed methods researchers and teachers will face in the use of visuals and visualizations in the future.

This chapter is based on my own [Page 473]experiences as a student, teacher, and researcher of mixed methods. I come to this work with training across several research methodologies (mixed methods, arts-based, qualitative, and quantitative research), experience as a student and teacher in multiple formats (completely online, hybrid or blended, and face-to-face), and experience teaching research methods in educational programmes open to students from other fields (e.g., psychology, public health). I currently teach completely online or hybrid courses at the Master's level and advanced graduate or doctoral courses specifically on mixed methods, qualitative, and action research. I also mentor students’ thesis and doctoral research projects that have used methods across my four methodological background areas. Aside from my own teaching and learning experiences, this chapter also builds from the three decades long discussion on the teaching of qualitative methods (cf. Webb & Glesne, 1992) by turning this line of inquiry to the teaching of mixed methods.

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