Informed consent
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Gaining informed consent to use online data may involve communication by email or letter. This is an example of a briefing given to staff on a course, before consent was sought and data collected.
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Informed consent
- 1. Virtual learning communities in higher education Rebecca Ferguson, 7 October 2006
Notes de l'éditeur
- This Powerpoint presentation is designed to tell you about a proposed study focusing on DZX222. Let me introduce myself…
- I’m here today in my role as (virtual) academic assistant. That will be my role when you encounter me on FirstClass, in the help conference and elsewhere. Like the other academic assistants, I’m also a full-time PhD student at the Open University, researching online learning.
- I am focusing on the interplay between the social, organisational and educational demands of an online course. This is obviously relevant to DZX222, where students have to build relationships with each other, negotiate workloads, sort out deadlines – lots of things that face-to-face students would do in ones or twos, perhaps over a coffee. Online, lots of these negotiations are played out in full view of the group, and they are archived. I want to find out how the social and organisational aspects impact on the learning.
- DZX222 would be an ideal course to study. It is wholly online, the students are working on a real task, the pedagogy is good, and there is the possibility of making direct comparisons, both with the related face-to-face course, and with other presentations of the same course. Some of you may know of a study carried out in 2004 by Professor Karen Littleton and others, which involved archiving two of the project group conferences for analysis. I have used that data for my pilot study. The pilot study is not yet complete, but here are two examples of the sort of thing I am finding.
- Here are three students introducing themselves in the group conference (I have changed all their names). See how Kelly changes very quickly from looking forward to the course to being daunted by it, presumably because she wants to agree with the others. From this evidence, it looks as though all the students are unsure and struggling. In fact, the course transcript shows that this was only true of one of them, the others are being self deprecating at this point. So this is misleading information, which may lead them to make the wrong decisions later as they work together.
- These are two quotes from Dolly (not her real name), both of which appeared on the same day. In the morning, she is showing a deep approach to learning, she’s relating things to each other, coming at the problem from different angles, and contributing enthusiastically to the group. However, she doesn’t get the same sort of thing in response. Instead, the group starts to rely on her to do the work and starts asking her questions which suggest they are leaving it all up to her. By the evening, she is dispirited, and the quality of her input has noticeably deteriorated.
- So, that is where I am now. I have some examples which show the social and the organisational aspects impacting on the learning, but obviously there is a lot more work to be done. I’m now discussing with the course team and the Student Research Project Panel the possibility of studying the 2006 cohort. My study would have two elements, archiving and interviews. Archiving would only be done with consent, and it would not affect students or staff in any way.
- Email interviews would be valuable, because they would help me to triangulate my data, to check my interpretation is right and to uncover areas not represented in the literature. I would like to interview both students and staff but would not expect to carry out more than 20 interviews in all.
- The proposed email interviews would involve 10 questions, most of them doubles like the examples here of questions for students. They can all be answered with a sentence or two, but there’s also the possibility of answering at length or adding attachments. I’m aware of time constraints on students and staff, and there would be no pressure on anyone to take part. When I have done this in the past, interviewees have found it valuable to reflect on the learning experience, so the benefit has not been completely one-sided. The questions are all available on a website, so people could see what they were committing to before agreeing. They could also drop out of the study at any time.
- Three key questions that I might ask if I were a tutor on DZX222.
- Information from this research would be fed back to the course team and to any interested participants. It has the potential to affect online learning worldwide. In the first instance, I hope it would benefit DZX222.
- If you would like to know more, you can email me or visit my website.