06 internet and_educational_research_palitha_edirisingha
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The document discusses the integration of the internet in educational research, focusing on data collection methods, ethical considerations, and the implications of using online tools. It highlights the importance of understanding the relationship between internet methodologies and traditional research ethics, urging researchers to balance enthusiasm with methodological rigor. Ethical issues surrounding participant privacy, informed consent, and potential harm are emphasized, along with frameworks for responsible research practices.
![Responses from the class
[10 mins]
• Familiarity with /
awareness of research
projects in which the
internet has played
some role?
• Familiarity with data
collection methods?
• Plans for using the
Internet for data
collection?
3
Image Geralt at pixabay.com](https://image.slidesharecdn.com/06internetandeducationalresearchpalithaedirisingha-140814015504-phpapp02/85/06-internet-and_educational_research_palitha_edirisingha-3-320.jpg)
![Internet in social science
research
Examples from / for
educational research?
‘A major data resource’ Databases / achieves:
http://www.data-archive.ac.uk/
Department of Education
(http://www.education.gov.uk/researchandstati
stics)
‘A lens through which to observe the
subjects of research and how they construct
their identities and communities online’
Leicester Second Life project (MOOSE)
Data that can be obtained from VLEs
Analysis of discussion boards, chatlogs, MOOCs
‘A tool for gathering and analysing social
science data on a large scale’
A laboratory for the social sciences [much
like astronomers using an observatory to
study the sky]
Mechanism for communicating and
collaborating with a distributed community
of peer researchers (e.g., Facebook, Twitter,
blogs)
(Eynon et al., 2008)
7](https://image.slidesharecdn.com/06internetandeducationalresearchpalithaedirisingha-140814015504-phpapp02/85/06-internet-and_educational_research_palitha_edirisingha-7-320.jpg)
![To help you ‘leave the field [in such a way] that future
researchers are not disadvantaged’
(Eynon et al, 2008: 31).
16](https://image.slidesharecdn.com/06internetandeducationalresearchpalithaedirisingha-140814015504-phpapp02/85/06-internet-and_educational_research_palitha_edirisingha-16-320.jpg)
![(2). Analysing online interactions on the Web
• Examples? discussion boards / forums, chat
rooms, 3D Virtual Worlds (e.g., Second Life),
online games.
• Is online environment public, private or even a
‘third place’ (Oldenburg, 1989)
• How might we treat the interactions occur in a
VLE?
• [disclosing identity as a researcher]
24](https://image.slidesharecdn.com/06internetandeducationalresearchpalithaedirisingha-140814015504-phpapp02/85/06-internet-and_educational_research_palitha_edirisingha-24-320.jpg)
![A checklist of information to be included in an
informed consent form
• Outline of the purpose of the project
• Notification to the participants that:
– Participation is voluntary
– Participants free to refuse to answer any of the questions (if interviews)
– They could withdraw from the study at any time
– They could withdraw their data within [specify the time] of the interview /
participation
– Interview(s) would be recorded
– nobody but the researcher and the supervisor(s) would listen to the interview
– small sections might be heard by a few others – but interviewee would not be
identified
– transcribed but all identifying information would be removed
– parts of the interview might be used in research publication(s)
– sign the form to confirm their consent
(Bryman, 2008: 123-24)
32](https://image.slidesharecdn.com/06internetandeducationalresearchpalithaedirisingha-140814015504-phpapp02/85/06-internet-and_educational_research_palitha_edirisingha-32-320.jpg)
![Presenting the critique and lessons that can be
learned from each case.
[5 mins per group]
[10 mins]
35](https://image.slidesharecdn.com/06internetandeducationalresearchpalithaedirisingha-140814015504-phpapp02/85/06-internet-and_educational_research_palitha_edirisingha-35-320.jpg)
06 internet and_educational_research_palitha_edirisingha
- 1. 1 Internet and Educational Research Image Geralt at pixabay.com First used in February 2014 in an MA course Dr Palitha Edirisingha Institute of Learning Innovation University of Leicester 105, Princess Road East Leicester LE1 7LG - - - - - - - - - - - - - - - - - - - - - - - - - Tel: +44 (0)116 252 3753 Mobile: +44 (0)7525 246592 Email: pe27@le.ac.uk
- 2. Session objectives 1. To raise awareness of the use of Internet for data collection for educational research 2. To be familiar with internet-based tools used for collecting data for educational research 3. To consider links between internet-based data collection methods specific ethical issues 4. To consider how ethical issues relating to Internet research might differ from research in traditional settings. 2
- 3. Responses from the class [10 mins] • Familiarity with / awareness of research projects in which the internet has played some role? • Familiarity with data collection methods? • Plans for using the Internet for data collection? 3 Image Geralt at pixabay.com
- 4. 1. Educational research and the Internet • The relationship between internet and educational research • Definition of terms • Internet-mediated data collection methods • Rationale for using them • Issues, ethics 4 OpenClips
- 5. Caution! ‘In thinking about technological innovations in social research, it seems important to steer a path between a number of different positions. Quite obviously one of these is the kind of naïve enthusiasm that is largely a matter of being in thrall to the latest fads. The newness of a method can lead to unthinking application and a distancing of users from the craft aspects of a particular methodological approach. Hine (2005) notes that areas that are new, as the Internet was in the 1990s, tend to attract hype and undiscriminating enthusiasm. One implication here might be that new methods are used, not because they are appropriate to particular situations, but because they are easy, novel and fashionable’ (Lee et al., 2008: 6). 5
- 6. Caution! ‘It is important methodologically to assess what we gain and what we lose with any new way of doing things’. ‘Any assessment of Internet methodologies needs to be sober enough to undermine exaggerated claims, but open-minded enough to spot potentially where it exists.’ 6 (Lee et al., 2008: 6).
- 7. Internet in social science research Examples from / for educational research? ‘A major data resource’ Databases / achieves: http://www.data-archive.ac.uk/ Department of Education (http://www.education.gov.uk/researchandstati stics) ‘A lens through which to observe the subjects of research and how they construct their identities and communities online’ Leicester Second Life project (MOOSE) Data that can be obtained from VLEs Analysis of discussion boards, chatlogs, MOOCs ‘A tool for gathering and analysing social science data on a large scale’ A laboratory for the social sciences [much like astronomers using an observatory to study the sky] Mechanism for communicating and collaborating with a distributed community of peer researchers (e.g., Facebook, Twitter, blogs) (Eynon et al., 2008) 7
- 8. Approaches to gathering internet-based data Approach Data collection methods used Examples 1. Online methods to gather data directly from individuals surveys, interviews, focus groups, documents (artefacts) Pelicans, MOOSE 1. Analysing online interaction within virtual environments Participant observation, logging and visualising interactions among participants. Dissertation research project 1. Large-scale analysis of online domains Emerging! Capture and analysis of digital traces that people leave online (patterns of their search behaviour, text analysis of emails, and hyperlinks) Learning Analytics MOOCs (Eynon et al., 2008) 8
- 9. Researching some aspects of learning / teaching Methods (offline and online) Questn’res Interviews Observations Documents Other? Physical Classroom Printed Q. F2F In physical settings Paper-based ? 9
- 10. Researching some aspects of learning / teaching Methods (offline and online) Questn’res Interviews Observations Documents Other? Physical Classroom Printed Q. F2F In physical settings Paper-based ? Online Q. Skype ? ? ? 10
- 11. Researching some aspects of learning / teaching Methods (offline and online) Questn’res Interviews Observations Documents Other? Physical Classroom Printed Q. F2F Physical space / setting Paper-based ? Online Q. Skype ? ? ? Online classroom / learning Printed F2F -- Paper ? 11
- 12. Researching some aspects of learning / teaching Methods (offline and online) Questn’res Interviews Observations Documents Other? Physical Classroom Printed Q. F2F Physical space / setting Paper-based ? Online Q. Skype ? ? ? Online classroom / learning Printed F2F -- Paper ? Online Q. Skype Int. Virtual ethnography Web content analysis Learning Analytics 12
- 13. 2. Tools and examples 13
- 14. 3. Ethical implications Ethical issues to consider in using internet-based methods for educational research 14 How / why do the ethical issues emerge
- 15. Why consider ethical implications? “You owe a duty to yourself as a researcher, as well as to other researchers and to the subjects of and audiences for your research, to exercise responsibility in the processes of data collection, analysis and dissemination” (Blaxter et al, 1996: 146). 15
- 16. To help you ‘leave the field [in such a way] that future researchers are not disadvantaged’ (Eynon et al, 2008: 31). 16
- 17. Ethical frameworks Doing good without qualification Doing good with qualification Not dependent on consequences Dependent on consequences Inner sense of duty based on principles Duty done in terms of consequences Categorical (imperatives judgments) Conditional or hypothetical judgments Deontological and consequentialist approaches to ethics (Hart, 2005: p. 280) 17 Deontological Consequentialist
- 18. Ethical frameworks Participant as a research subject Medical sciences Social sciences Protection of the subject (anonymity, confidentiality, informed consent Participant/poster as an author Humanities Copyrights, fair use (Ess, 2007: pp. 490-91) 18
- 19. Ethics – Stake-holders • Your institution • Professional associations • Research participants and the wider population • Profession • The researcher 19
- 21. Internet research methods and ethics • Debates on ethical issues – on going! • Internet for social researchers – opportunities! • Link between ethical issues and research methods and tools (e.g., social and participatory media) • Consequences of ignoring ethical codes! 21
- 22. Ethical issues associated with three approaches 22(Eynon et al., 2008)
- 23. (1). Using online methods to gather data directly from individuals • Online versions of traditional methods. What are they? • Different ethical challenges to f2f context (Mann, 2003) 23 Ethical challenges? Difficult to assess the risk to participants, reactions to questions Confidentiality and anonymity Informed consent Words much stronger when written down, permanent records, …
- 24. (2). Analysing online interactions on the Web • Examples? discussion boards / forums, chat rooms, 3D Virtual Worlds (e.g., Second Life), online games. • Is online environment public, private or even a ‘third place’ (Oldenburg, 1989) • How might we treat the interactions occur in a VLE? • [disclosing identity as a researcher] 24
- 25. (3). Large-scale analysis of the online medium • Possibilities for gathering ‘powerful data … from the surveillance of online populations’ (Eynon et al, 2008: 31). • ‘Recording, reproducing, and analyzing interactions, especially covertly, are more powerful’ than it is the case with off line world (ibid, p. 31). • Learning Analytics, Google Analytics. • Ethical issues: • Methodological (e.g., discourse analysis) 25
- 26. Four main areas of ethical principles (Diener and Crandall 1978, in Bryman 2008: 118)
- 27. What might be the source of ethical concern? The research question The sample The choice of method (e.g., rationale for the choice of methods not clear, appropriateness of the method, how it is going to be implemented) Other? 27
- 28. 1. Harm to participants Potential problems Examples and implications Physical harm Harm to participants development Loss of self-esteem Stress (Diener and Crandall (1978: 19) 28
- 29. 2. Informed consent Potential problems Examples and implications Making sure participants have opportunity clarify their questions Digital signatures? Getting informed consent from participants from an online community (e.g., a MOOC) 29
- 30. 3. Invasion of privacy Potential problems Examples and implications Search and download history Potential access to information that can be harmful for peers … … ? 30
- 31. 4. Deception Examples of harm to participants Examples and implications Revealing your identity as a researcher The duration of participation (being realistic!) … 31
- 32. A checklist of information to be included in an informed consent form • Outline of the purpose of the project • Notification to the participants that: – Participation is voluntary – Participants free to refuse to answer any of the questions (if interviews) – They could withdraw from the study at any time – They could withdraw their data within [specify the time] of the interview / participation – Interview(s) would be recorded – nobody but the researcher and the supervisor(s) would listen to the interview – small sections might be heard by a few others – but interviewee would not be identified – transcribed but all identifying information would be removed – parts of the interview might be used in research publication(s) – sign the form to confirm their consent (Bryman, 2008: 123-24) 32
- 33. 4. A brief description a research project to be reviewed by participants Dissertation research and supervision with technology 33
- 34. 5. Internet mediated qualitative interviews – examples and critique • Two chapters from Salmons (2012, chapters 8 and 10) • A framework for the critique and analysis 34
- 35. Presenting the critique and lessons that can be learned from each case. [5 mins per group] [10 mins] 35
- 36. Ethics – professional associations The association URL Economic and Social Research Council, ‘Framework for research ethics http://www.esrc.ac.uk/about- esrc/information/research-ethics.aspx British Sociological Association, Statement of Ethical Practice http://www.britsoc.co.uk/media/27107/Sta tementofEthicalPractice.pdf Social Research Association (SRA), Ethical Guidelines http://www.the- sra.org.uk/documents/pdfs/ethics03.pdf British Psychological Society (BPS), Ethics and Standards http://www.bps.org.uk/what-we-do/ethics- standards/ethics-standards British Educational Research Association, Ethics and Educational Research http://www.bera.ac.uk/category/keywords/ethic American Sociological Association, Code of Ethics http://www.asanet.org/about/ethics.cfm South African? 36
- 37. References Blaxter, L., Hughes, C. & Tight, M. (1996) How to research. Buckingham: Open University Press. Bryman, A. (2008) Social Research Methods. 3rd Edn. Oxford: OUP. Diener, E. & Crandall, R. (1978) Ethics in Social and Behavioural Research, Chicago: University of Chicago Press. Ess, C. (2007) Internet Research Ethics. In A. N. Joinson, et al., (eds) The Oxford Handbook of Internet Psychology. Oxford: Oxford University Press. Eynon, R., Fry, J., & Schroeder, R. (2008) The Ethics of Internet Research. In N. G. Fielding, R. M. Lee, & G. Blank (eds) (2008) The Sage Handbook of Online Research Methods. London: Sage. Fielding, N. G., Lee, R.M. & Blank, G. (eds) (2008) The Sage Handbook of Online Research Methods. London: Sage. Lee, R.M., Fielding, N. & Blank, G. (2008) The Internet as a Research Medium: An Editorial Introduction to The Sage Handbook of Online Research Methods. In N. Fielding, R. M. Lee. & G. Blank (eds) (2008). The Sage Handbook of Online Research Methods, pp. 3-20. London: Sage. Mann, C. (2003) Generating data online: ethical concerns and challenges for the C21 researcher. In M. Thorseth (ed) Applied Ethics in Internet Research, pp.31-49. Trondheim: NTNU Publications Series No. 1. Oldenburg, R. (1989) The Great Old Place, New York: Marlowe and Co. Punch, K, F. (2008) Developing effective research proposals. 2nd Edn. London: Sage. Salmons, J. (ed) (2012). Cases in Online Interview Research. London: Sage. 37
Editor's Notes
- #3: In this session, we consider researching online learning and teaching using both: off line method, and online methods We ask the question: should online research require additional considerations / treatment? Should ‘online research require separate or additional treatment?’ [welfare of animals – outside the scope of this session] We discuss how some research methods / methodological approaches give rise to specific ethical issues (e.g., virtual ethnography; participant, non-participant observations; and discourse analysis)
- #8: It is difficult not to talk about the internet in the context of online research and research into online teaching and learning. We can consider internet as:
- #9: 1. Use of online tools to ask participants for responses to particular questions or issues. 2. Analysing online interaction within virtual environments 3. Techniques rely on indirect observation, with the data being de-contextualised from its sources and the analysis often combined with powerful visualisation tools. This is an emerging field. Eg., learning analytics conference.
- #10: What do online research methods offer to social scientists (Fielding et al, 2008, p. 5): offer ‘technological means to previously intractable problems of social science methods’ provide ‘a picture of overall contours of contemporary human knowledge (although very large, very unruly, and changing)’ Might this be the case for educational researchers too?
- #11: What do online research methods offer to social scientists (Fielding et al, 2008, p. 5): offer ‘technological means to previously intractable problems of social science methods’ provide ‘a picture of overall contours of contemporary human knowledge (although very large, very unruly, and changing)’ Might this be the case for educational researchers too?
- #12: What do online research methods offer to social scientists (Fielding et al, 2008, p. 5): offer ‘technological means to previously intractable problems of social science methods’ provide ‘a picture of overall contours of contemporary human knowledge (although very large, very unruly, and changing)’ Might this be the case for educational researchers too?
- #13: What do online research methods offer to social scientists (Fielding et al, 2008, p. 5): offer ‘technological means to previously intractable problems of social science methods’ provide ‘a picture of overall contours of contemporary human knowledge (although very large, very unruly, and changing)’ Might this be the case for educational researchers too?
- #17: The overall objective is….
- #20: Here we consider who is interested in your ethical frameworks and who might be affected by how you follow ethical standards.
- #21: Informed consent: about providing full information to the participant including why and how they have been chosen. Getting consent freely. How do you get consent if children are involved. Informed consent as not a straight forward issue in qualitative research (Steane 2004: 64). How about in online research? Confidentiality and anonymity: How are you going to safe guard information and the identity of people, institutions, places mentioned. Not only personal cofidentiality but also commercial confidentiality (Le Voi, 2002, 155) with commercial sponsorship. Same applies to professional organisations. Ownership of data and conclusion: Who owns the data and the conclusions. How will the research results be reported and disseminated? Use and misuse of results: As stressed by Miles and Hubermann (1994, 290-7, in Punch, 2008, p. 56): what obligations do I have to help my findings be used appropriately. Honesty and trust: What is my relationship with the people I am studying? What if you help / attempt to make any interventions as a result of your findings? Reciprocity: What do participants gain from my research Intervention and advocacy: What do I do if I see harmful, illegal, wrongful behaviour during my research? [slow feedback from tutors! Illegal downloading of music files!] Harm and risk: Will the research do anything to harm / hurt people involved? Health and safety issues? In all cases, the principle of non-malficence (no harm) takes place. Conflict of interest: Steane (2004: 66): questions of power and reliance, along with benefit and trust, are involved in some research situations, and need to be handled with care.
- #22: Debates about ethical issues of researching is ongoing. We are not going to be able to resolve them in our lifetime. We need to take precautionary actions, according to the context in which we work. Internet provides many opportunities for social researchers (see for example Fielding et al, 2008). At the same time, it brings up new ethical dilemmas, which we will consider in this session and follow up discussions. ‘ethics and research methods are closely interrelated’ (Eynon et al., 2008: p. 23). … ‘consideration of ethical issues in a context-independent manner, divorced from matters of research design, methods, and conceptual frameworks, would be limited in scope and usefulness.’ (ibid, p. 23 – 24). For example, researching thru social and participatory media raise new ethical issues. More particularly in terms of internet-based research, ‘challenges to developing a coherent approach to ethical dilemmas in Internet research is as the Internet evolves as a space for social interaction and information dissemination, the methods necessary to capture and document such activities are also emergent and novel.’ (p. 23). ‘considerable debate about the ethics of Internet research – not least because the Internet is still in a formative phase and new phenomena continue to emerge.’ (p. 23). ‘… you should be aware of the possible opprobrium that will be coming your way if you make certain kinds of choices’ (Bryman, 2008, p. 115).
- #24: Question: So, what are the online versions of traditional methods? ….[online questionnaires, online interviews, online observations, online documents] Words much stronger when written down, permanent records, [stuff on episodic interviews [reference] Technology can influence bias the response? Self-selected sample?
- #30: What do we mean by informed consent in this research context? Can you honestly handle this given the methodological choices you have made? (e.g., covert observations on line?) Your research training as an ethnographer? Blogger? When can we violate the informed consent principle? Can we violate it at all? What forms of wording need to go in the informed consent form? [provide an example]