I support previous comments.

Hi there

In concurrent studies, the qualitative and quantitative data are collected at the same time. So, if your data collection of both quan and qual data occurs at the same time then yes.

But if you are completing the quantitative part of data collection first and once these parts are all completed you begin doing the interviews (qual research) then I doubt you can call this concurrent design.

This page might help clarify things for you:

http://www.bwgriffin.com/gsu/courses/edur7130/qualitative/16_Mixed_Methods_Kroll_Neri_2009b.pdf

I agree with the previous comment.

Also, try reading Creswell's work on research design. This might help too:

Clark, V. L. P., & Creswell, J. W. (2008). The mixed methods reader. Sage.

I support previous comments.

Yes it's concurrent triangulation but you need to identify the variant ie convergence model, quantitative data validating model, multi variate research, data transformation model etc l support all the suggested comments

I think it depends more on how the data are used rather than precisely when they are collected. For example, if you surveyed the teachers and then interviewed them before you had the results of the survey, that would still be concurrent. The key distinction is that in a sequential design, the results from the earlier part of the study influence the design of the later part of the study.

But more important than deciding on what label to use is considering how you will integrate the results from the qualitative and quantitative portions of the study. In particular, I would consider what you are doing to involve a "complementary" design, where the different methods serve different purposes, and each makes a different contribution to the overall results. But what you need to avoid is simply presenting those results separately. Instead, you need to connect and inter-relate the results in a way that accomplishes integration.

Consider carefully what information you hope to get from the different ways in which you are collecting data from different stakeholders. Yes, it looks like what you are doing is probably a concurrent design unless, for example, your questions for teachers and administrators are crafted using information from student responses. But timing isn't the only issue -- go back to your research questions, and think about why you're getting information from these different stakeholders. Do you hope to get similar information from them about the new course so that you can see whether the perspectives of students, teachers and administrators are similar? Or do you hope to get information about complementary aspects of the course to be able to tell a more complete "story"? It's worth giving this some careful consideration in advance before you start collecting data so that you have a plan for how you'll integrate, but also so that you can develop appropriate tools (interview schedules, questionnaires, etc.).

Thanks a lot for all of yours advice which I will take it in my consideration, I really appreciate your answers and support.