Chihiro Tajima

Mixed methods researchers need tools for planning and demonstrating integration. Mixed methods joint displays have a growing presence in the literature for representing mixed methods findings, and for use as an analytic tool as in the case of joint display analysis. However, the joint display of integrated data collection represents a lesser-known application for use by mixed methods researchers. A joint display for integrated data collection links the qualitative and the quantitative data collection questions, scales, and/or items. Here we demonstrate how joint displays of integrated data collection can be used as a planning, implementation, and presentation tool to illustrate integration of the data collection process. We examine variations in joint displays of integrated data collection based on three core mixed methods designs, a convergent design, and two sequential mixed methods designs, and provide examples of each from the literature. We recommend the joint display of integrated mixed data collection as a highly effective tool for mixed methods researchers to use for planning, implementing, and representing integrated data collection in their mixed methods projects.

Massive open online courses (MOOCs) are gaining popularity, yet they are rarely evaluated using mixed methods that consider the complexity of participants’ demographics, geographic spread, and MOOC design and curricula. In this article, we critically refl ect on evaluating the Mixed Methods International Research Association (MMIRA) MOOC. A literature review on MOOCs and how they are evaluated is presented along with a logic model. Aft er a description of the MMIRA MOOC and the multi-phase mixed methods evaluation design, the logic model is used to refl ect on conducting a mixed methods evaluation. We conclude with the challenges experienced when evaluating amidst a MOOC’s complexities.

Second language (L2) learners try to make language gain through authentic interactions in study abroad (SA) contexts. However, entering into the home of strangers and building a relationship in L2 is a challenging task. As a consequence, there is a possibility that language anxiety, one of the affective factors, may interfere more with the amount of interactions L2 learners have while abroad.This paper fi rst examines the experiences of 26 Japanese university students during a 15-week SA in Canada, comparing pre-departure anxiety and while-abroad anxiety to see the changes in learners' language anxiety level, and then focuses on the interview responses of learners with high anxiety. By analyzing the interview responses, some experiences related to language anxiety were highlighted. This study indicates that anxiety generally decreased after four weeks of SA in most cases. However, some exceptions were observed. First, learners who identifi ed themselves as shy with high pre-departure anxiety continued to have hgh anxiety.Second, learners with limited English profi ciency with high pre-departure anxiety continued to have high anxiety.