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
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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).
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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)
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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
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
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?
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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)
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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?
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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
Hinweis der Redaktion
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)
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:
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.
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?
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?
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?
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?
The overall objective is….
Here we consider who is interested in your ethical frameworks and who might be affected by how you follow ethical standards.
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.
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).
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?
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]