Mixed methods research in open distance learning: a content analysis of the literature

Abstract

ABSTRACT Mixed-methods research, which facilitates both the explanation and understanding of a phenomenon in a single study, is gaining popularity in many disciplines as a third methodological approach. The purpose of this article is to determine the prevalence of mixed methods research in distance education, and to demonstrate its potential contribution as a methodological approach in addressing distance education research questions. Investigating methodological practices in a cognitive field is a growing line of inquiry. A review of the literature yielded limited results on its use in open distance learning. A content analysis was conducted to identify articles that utilised mixed methods research in researching open distance learning. The findings show that mixed methods research is relevant and can be applied to conduct research. However, the adoption and use of mixed methods research in distance education is limited. Although this study has methodological limitations, it presents a methodological approach that can help reduce the gap that exists between positivist and interpretivist epistemologies in relation to distance education research. An investigation of the prevalence and use of the mixed methods approach in distance education raises awareness of its methodological characteristics and advantages.