Toward a Conceptualization of Mixed Methods Phenomenological Research

Increasingly, researchers are recognizing the benefits of expanding research designs that are rooted in one tradition (i.e., monomethod design) into a design that incorporates or interfaces with the other tradition. The flexibility of phenomenologically driven methods provides one such example. Indeed, phenomenological research methods work extremely well as a component of mixed methods research approaches. However, to date, a mixed methods version of phenomenological research has not been formally conceptualized. Thus, the purpose of this article is twofold. First, we provide a philosophical justification for using what we call mixed methods phenomenological research (MMPR). Second, we provide examples of MMPR in practice to underline a number of potential models for MMPR that can practically be used in future research

Surveying the Landscape of Mixed Methods Phenomenological Research

As the popularity and scope of mixed methods research (MMR) develops, there is increasingly a need to map the growing body of literature in order to provide more inclusive frameworks of this form of research. Whilst mixed methods phenomenological research (MMPR) has been recently conceptualized, there is a lack of systematic evidence that outlines how this approach is being adopted by researchers. Thus, the purpose of this article was to explore the current implementation of MMPR within empirical research studies in order to provide a clearer picture of how, why, and where this research approach is being adopted. Findings demonstrated that whilst the prevalence of MMPR is increasing, the majority of this work is conducted within the health sciences and prioritises the phenomenological phase. Further, a model of the five key purposes of conducting MMPR is proposed. Finally, it is concluded that MMPR articles often fail to outline adequately their methodological procedures

Formación docente para la implementación de la plataforma virtual Moodle como recurso didáctico en educación básica secundaria

1 recurso en línea (288 páginas) : ilustraciones color, tablas.Este estudio describe una experiencia llevada a cabo en entornos virtuales de aprendizaje Moodle, donde se planteó la utilización de la Educación Virtual como recurso didáctico educativo. A partir de un proceso de formación docente para la implementación de la plataforma virtual Moodle como recurso didáctico de enseñanza, se analizó si se presentaron cambios significativos en las competencias digitales: Pedagógica, tecnológica, comunicativa y de gestión, y a partir de ello se mejoró el desempeño pedagógico de los educadores; de igual forma se indago sobre la posibilidad de que las plataformas virtuales como Moodle puedan convertirse en una alternativa viable que pueda dar respuesta a los nuevos retos educativos relacionados con los ambientes virtuales de aprendizaje para dinamizar el proceso educativo. Como objetivo general del estudio se planteó Identificar las competencias digitales que poseen los docentes para el uso y administración de la plataforma Moodle, en el nivel de educación básica secundaria y media de la Institución Educativa Técnica de Monguí, para implementar un programa de formación encaminado a fortalecer dichas competencias. La metodología empleada en el estudio fue de tipo mixto, porque involucra aspectos cuantitativos como la medición de las variable competencias digitales desarrolladas por los docentes para el empleo de la plataforma virtual Moodle, desde el paradigma cualitativo se tuvieron en cuenta las opiniones y conceptos de los sujetos participantes en el estudio; de los resultados obtenidos se encontró que los programas de formación docente para el uso didáctico de las TIC en entornos de aprendizaje virtual como la plataforma Moodle, cuando son orientados con un modelo pedagógico activo diferente al catedrático, permiten que los educadores apropien el uso de estas tecnologías y sean gestores de proyectos que dinamizan el proceso enseñanza – aprendizaje, al brindar al estudiante la posibilidad de ser un agente participativo y por su puesto al educador ser guía y orientador en el proceso educativo.This study describes an experience carried out in Moodle virtual learning environments, where the use of Virtual Education as an educational didactic resource was proposed. From a process of teacher training for the implementation of the Moodle virtual platform as a didactic teaching resource, it was analyzed if there were significant changes in the digital competences: Pedagogical, technological, communicative and management, and from this the pedagogical performance of educators; In the same way, I inquired about the possibility that virtual platforms such as Moodle could become a viable alternative that could respond to new educational challenges related to virtual learning environments to boost the educational process. The general objective of the study was to identify the digital competences that teachers possess for the use and administration of the Moodle platform, at the level of secondary and secondary education of the Technical Educational Institution of Monguí, to implement a training program aimed at strengthen these competences The methodology used in the study was of mixed type, because it involved quantitative aspects such as the measurement of the variable digital competences developed by teachers for the use of the Moodle virtual platform, from the qualitative paradigm the opinions and concepts of the subjects participating in the study; From the results obtained it was found that the teacher training programs for the didactic use of ICT in virtual learning environments such as the Moodle platform, when they are oriented with an active pedagogical model different from the professor, allow educators to appropriate the use of these technologies and managers of projects that dynamize the teaching - learning process, giving the student the possibility of being a participative agent and of course the educator being a guide and guidance in the educational process.Bibliografía y webgrafía: páginas 196-205MaestríaMagíster en TIC Aplicadas a las Ciencias de la Educació

Toward a kinship perspective on entrepreneurship

This paper develops a theoretical framework for analyzing the role of kinship in entrepreneurship. Kinship, we argue, is a key-ingredient of the social and cultural environment of entrepreneurs, and therefore essential in understanding how and why entrepreneurship happens. Building on qualitative research conducted among Cambodian Chinese entrepreneurs in Phnom Penh, we define kinship as interpersonal ties grounded in relatedness. We distinguish different categories of kinship ties that involve different levels of relatedness and are used for different aspects of entrepreneurship, and we identify different types of reciprocity and trust as the sociocultural dynamics that buttress kinship involvement in entrepreneurship

Generalization practices in qualitative research: a mixed methods case study

Qualitative research, Generalization, Statistical generalization, Analytic generalization, Sampling, Sample size, Interpretive consistency, Mixed methods, Sequential mixed methods analysis, Case study,

A Call for Qualitative Power Analyses

Abstract. The purpose of this paper is to emphasize the importance of sampling and sam-ple size considerations in all qualitative research. Such considerations would help qualita-tive researchers to select sample sizes and sampling designs that are most compatible with their research purposes. First, we discuss the importance of sampling in qualitative research. Next, we outline 24 designs for selecting a sample in qualitative research. We then discuss the importance of selecting a sample size that yields data that have a realistic chance of reaching data saturation, theoretical saturation, or informational redundancy. Based on the literature, we then provide sample size guidelines for several qualitative research designs. As such, we provide a framework for making sampling and sample size considerations in inter-pretive research