FEATURESUsing Technologies in Nursing Research Education A Mixed Methods Case StudyLuo, Shuhong EdD, MSN, RN; Yang, Harrison Hao PhDAuthor Information Author Affiliations: College of Nursing, SUNY Upstate Medical University, Syracuse (Dr Luo); and School of Education, State University of New York at Oswego, Oswego, NY (Dr Yang); and School of Educational Information Technology, Central China Normal University, Wuhan, People's Republic of China (Dr Yang).The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article. Corresponding author: Shuhong Luo, EdD, MSN, RN, College of Nursing, SUNY Upstate Medical University, 766 Irving Ave, New Academic Building, Room 1140, Syracuse, NY, 13210 ([email protected]). CIN: Computers, Informatics, Nursing: June 2018 - Volume 36 - Issue 6 - p 293-304 doi: 10.1097/CIN.0000000000000420 Buy Metrics Abstract To better prepare nurses for the new and expanding roles required in healthcare, faculty are expected to integrate emerging technology into educational processes. Using a mixed methods research design, this study aimed to examine nursing student reactions and learning based on their participation in an online research course through two technology-enhanced assignments: (1) annotation of the structure of a research article and (2) reflection on the content of a research article. Quantitative analysis examined students' questionnaire responses, and qualitative analysis explored students' reflective learning journals and the instructor's notes. These two separate strands of data were then integrated using a joint display. The discussion was guided by two components of the New World Kirkpatrick model, reaction and learning. Our findings suggest that the use of technology in the design of assignments is a way to engage students in learning and can be used to enhance nursing students' research learning online. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.