Empirical Research Journal of Mixed Methods Research 2022, Vol. 0(0) 1–23 © The Author(s) 2022 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/15586898221120566 journals.sagepub.com/home/mmr Teaching Mixed Methods Using Active Learning Approaches Yuchun Zhou  Abstract There is a paucity of empirical research on teaching mixed methods. To fill this gap in literature, this convergent mixed methods study explores the effectiveness of using active learning ap- proaches in teaching a mixed methods course. The qualitative data, including 10 individual in- terviews, 29 students’ reflections, and 26 teaching evaluation surveys, were used to examine students’ learning experience and outcomes. Students’ presentations (N = 29) and final papers (N = 29) were transformed into numbers as the quantitative data. The converged results indicated that students were actively engaged in learning and achieved the expected learning outcomes. This study makes valuable contributions to the mixed methods pedagogical culture by providing details and suggestions on how to use active learning approaches in teaching mixed methods. Keywords active learning, teaching mixed methods, mixed methods pedagogy Mixed methods is a research methodology in which “a researcher or team of researchers combines elements of qualitative and quantitative research approaches for the broad purposes of breadth and depth of understanding and corroboration” (Johnson et al., 2007, p. 123). Since mixed methods emerged in the 1980s, the value of using it to solve complex research problems has been well recognized, and scholars across countries and disciplines have widely adopted this methodology (Molina-Azorin & Fetters, 2017; Zhou and Wu, 2022). In addition to the published mixed methods research studies, the number of mixed methods theses and dissertations has also increasing (Toraman et al., 2020), as well as demand for mixed methods training (Guetterman, 2017). To prepare a new generation of mixed methods researchers, research methodologists initiated the discussions on teaching mixed methods. The recent literature mainly addressed two topics: (1) the problems and strategies of teaching mixed methods (Frels et al., 2012, 2014; Hesse-Biber, 2015) and (2) the pedagogical approaches/models to mixed methods teaching (Christ, 2009; Guetterman et al., 2019; Hou, 2021; Ivankova & Plano Clark, 2018; McKim, 2017; Mertens, 2010; Onwuegbuzie et al., 2013; Poth, 2014). However, there is still a lack of literature of empirical evidence for designing, implementing, and evaluating mixed methods research courses Ohio University, Athens, OH, USA Corresponding Author: Yuchun Zhou, Ohio University, Patton Hall 302G, The Patton College of Education, Athens, OH 45701, USA. Email: zhouy@ohio.edu