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This indicates that any unique insights available from mixed methods studies may not be disseminated in ways that are attributable to mixed methods studies.
The integration across three instructional terms and two TEFA strategies revealed four mixed insights.
The final integration across three instructional terms and two TEFA strategies revealed four mixed insights.
The mixed insights were not previously accessible using either qualitative or quantitative research approaches; indeed, the mixed methods approach integrating the instructional team and student perspectives was essential.
Four mixed insights were generated and are discussed across the two TEFA strategies and terms: influences on involvement, effects on learning, accessibility of feedback, and impacts on instruction.
Several strategies served to enhance reliability in the analysis procedures and generate multiple sources of validity evidence for the mixed insights.
The mixed insights offer important implications in terms of advancing theory, research, and practice related to TEFA strategies and highlight the contribution that mixed methods approaches can have in advancing educational technology in higher education.
The mixed insights have important implications for theory, research, and practice related to TEFA strategies and highlight the contribution that mixed methods approaches can have in advancing educational technology in higher education.
This study illustrates the contributions of novel mixed insights about the influences to and effects of an audience response system as a TEFA strategy with the educational significance important for educational policies and practices enhancing teaching and student engagement in higher education.
Key among these efforts is the use of multiple qualitative coders; visual plotting of the generation of the mixed insights from the qualitative dominant crossover analysis strategy (Fig. 2); and provision of integrated findings through the case summary and joint displays (Tables 1 and 2).
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