The rapid growth of the Internet provides a wealth of new research opportunities for psychologists. Internet data collection methods, with a focus on self-report questionnaires from self-selected samples, are evaluated and compared with traditional paper-and-pencil methods. Six preconceptions about Internet samples and data quality are evaluated by comparing a new large Internet sample (N = 361,703) with a set of 510 published traditional samples. Internet samples are shown to be relatively diverse with respect to gender, socioeconomic status, geographic region, and age. Moreover, Internet findings generalize across presentation formats, are not adversely affected by nonserious or repeat responders, and are consistent with findings from traditional methods. It is concluded that Internet methods can contribute to many areas of psychology.

/pdf/should-we-trust-web-based-studies-a-comparative-analysis-of-23m9wnmwag.pdf

Should we trust web-based studies? A comparative analysis of six preconceptions about internet questionnaires.

Advances in communication technologies offer new opportunities for the conduct of qualitative research. Among these, Zoom—an innovative videoconferencing platform—has a number of unique features th...

/pdf/using-zoom-videoconferencing-for-qualitative-data-collection-5awc2nuboe.pdf

Using Zoom Videoconferencing for Qualitative Data Collection: Perceptions and Experiences of Researchers and Participants:

在翟象俊主编的《大学英语》第2册第5单元中，有这样一个句子：“As a boy and then as an adult, I never lost my wonder at the personality that was Einstein.”教参中指出“the personality that was Einstein”应理解为“the personality which was the most striking characteristic of Einstein”，该句译为“作为一个孩子，到后来作为一个成人，我一直对爱因斯坦的个性惊叹不已”。很明显，在这里译者把“personality”理解为“个性，人格”，但本人认为应译为“人物，名人”更妥。“personality”可作“个性，人格”讲，但它还有另外一个重要意思。在陆谷孙主编的《英汉大词典》（1993年版）中，“personality”第3条释义为：“个人，人物，名人”：“appoint a personality to lead a campaign，派一个人去领导一场运动”。“a personality in the news，新闻人物”。在...

此处“personality”译法探析

\Since the start of the current millennium, experience and expertise in the development and delivery of mobile learning have blossomed and a community of practice has evolved that is distinct from the established communities of 'tethered' e-Learning. This community is currently visible mainly through dedicated international conference series, of which MLEARN is the most prestigious, rather than through any dedicated journals. So far, these forms of development and delivery have focussed on short-term small-scale pilots and trials in the developed countries of Europe, North America, and the Pacific Rim, and there is a taxonomy emerging from these pilots and trials that suggests tacit and pragmatic conceptualisations of mobile learning.

What has, however, developed less confidently within this community is any theoretical conceptualisation of mobile learning and with it any evaluation methodologies specifically aligned to the unique attributes of mobile learning.

Some advocates of mobile learning attempt to define and conceptualise it in terms of devices and technologies; other advocates define and conceptualise it in terms of the mobility of learners and the mobility of learning, and in terms of the learners’ experience of learning with mobile devices.

The role of theory is, perhaps, a contested topic in a community that encompasses philosophical affiliations from empiricists to post-structuralists, each with different expectations about the scope and legitimacy of theory in their work. The mobile learning community may nevertheless need the authority and credibility of some conceptual base.

Such a base would provide the starting point for evaluation methodologies grounded in the unique attributes of mobile learning. Attempts to develop the conceptualisations and evaluation of mobile learning, however, must recognise that mobile learning is essentially personal, contextual, and situated; this means it is 'noisy' and this is problematic both for definition and for evaluation.

Furthermore, defining mobile learning can emphasise those unique attributes that position it within informal learning, rather than formal. These attributes place much mobile learning at odds with formal learning with its cohorts, courses, semesters, assessments, and campuses, and with its monitoring and evaluation regimes. This raises concerns for the nature of any large-scale and sustained deployment and the extent to which the unique attributes of mobile learning may be lost or compromised.

Looking at mobile learning in a wider context, we have to recognise that mobile, personal, and wireless devices are now radically transforming societal notions of discourse and knowledge, and are responsible for new forms of art, employment, language, commerce, deprivation, and crime, as well as learning. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever.

The paper explores and articulates these issues and the connections between them specifically in the context of the wider and sustained development of mobile learning.

/pdf/defining-discussing-and-evaluating-mobile-learning-the-280ncrr7sh.pdf

Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ . . . .

Fully qualitative surveys, which prioritise qualitative research values, and harness the rich potential of qualitative data, have much to offer qualitative researchers, especially given online deli...

The online survey as a qualitative research tool

Internet-mediated research (IMR) can raise particular, sometimes non-obvious, challenges in adhering to existing ethics principles. In this document we outline some of the key ethics issues which researchers and research ethics committees (RECs) are advised to keep in mind when considering implementing or evaluating an IMR study. Considering each of the four main ethics principles as outlined in the Society's Code of Human Research Ethics, we highlight issues which may need special consideration in an IMR context, using illustrative examples to explain why. These issues include: the public-private domain distinction online; confidentiality and security of online data; procedures for obtaining valid consent; procedures for ensuring withdrawal rights and debriefing; levels of researcher control; and implications for scientific value and potential harm. Emphasis throughout is on offering advice on how to think about and apply existing ethics principles in an IMR context, while recognising that issues need to be assessed and decisions made within the context of a particular piece of research.

Ethics Guidelines for Internet-mediated Research

This paper outlines specific methodologies for conducting research via computer networks. We discuss advantages of Internet experimentation over previous modes of telecommunication-facilitated research and characterize features of studies that can benefit from Internet access and those which are unlikely to. We point out pitfalls and suggest a range of potential solutions in terms of specific practical techniques for managing the design, dissemination, and collection of Internet materials. We also discuss techniques for minimizing attrition and for adapting to recalcitrance presented by “hacker” vandalism.

/pdf/proper-methodologies-for-psychological-and-sociological-20ziiqg1y9.pdf

Proper methodologies for psychological and sociological studies conducted via the Internet

Offering a concise, comprehensive guide to conducting research on the Internet, this book provides a detailed explanation of all the main areas of Internet research. It distinguishes between primary research (using the Internet to recruit participants, to administer the research process and to collect results) and secondary research (using the Internet to access available material online). 
The book is designed for social science researchers and presents a user-friendly, practical guide that will be invaluable to both students and researchers who wish to incorporate the Internet into their research practice.

Internet Research Methods: A Practical Guide for the Social and Behavioural Sciences

This chapter provides an overview of the tools and techniques available for gathering qualitative and quantitative primary research data on the Internet. It also considers procedures for accessing bibliographic materials online. Emphasis is on elucidating the range of design choices available, offering general principles of good design practice, and considering how design decisions should be made in relation to the aims and goals of a research study. Choices between offline and online implementations are considered, as well as decisions concerning the particular procedures to adopt online. The chapter raises a range of issues, including levels of sample bias and sampling techniques online, levels of control in implementing primary Internet research procedures, effects of the online communication medium, and ethical considerations. These are considered within a design framework, focusing on how to maximize the trustworthiness, reliability and validity of Internet-based primary research studies. Principles of good practice in accessing and cataloguing online bibliographic materials are also offered.

Research Design and Tools for Internet Research

This article provides an introduction to the use of the Internet as a research tool. Methods for searching the Internet for secondary sources of information are explained and representative search tools and information resources are identified. Issues related to the evaluation of information obtained from the Internet are identified. The use of the Internet as a tool for gathering primary research data (Internet-mediated research: IMR) is also discussed. Issues related to the reliability of IMR methods, the validity of IMR data, and the ethical challenges that can arise are highlighted.

Internet Research Methods

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