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

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Title: Mixed methods research in open distance learning: a content analysis of the literature.
Authors: Ngulube, Patrick1 (AUTHOR) ngulup@unisa.ac.za, Ukwoma, Scholastica C1 (AUTHOR)
Source: Open Learning. Jul2026, Vol. 41 Issue 3, p347-363. 17p.
Subject Terms: *Mixed methods research, *Distance education, *Content analysis, *Research methodology, *Experimental design, *Open learning, Epistemics
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. [ABSTRACT FROM AUTHOR]
Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Open+Learning%22">Open Learning</searchLink>. Jul2026, Vol. 41 Issue 3, p347-363. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Open+learning%22">Open learning</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemics%22">Epistemics</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: Jul2026
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