an evaluation of the impact on distance education”
Introduction
The research article entitled “Psychology Experiments on the Internet: an evaluation of the impact on distance education students” was published in the Open Learning Journal, Volume 18, No. 2, dated 2003.
The authors are Chris McKillop, Bundy Mackintosh and Stuart Watt. The former two are affiliated with The Open Univeristy, Walton Hall, Milton Keynes, UK, and the latter one is from The Robert Gordon University, Aberdeen, UK.
Focus of the Study
The primary focus of the study was not the demonstration of the psychological experiment over the internet, but its impact on the learning experiences of distance education students. The web-based experiment was presented as close as the traditional experimentation experience, but assessment of the learning experience of the participants that was given major research focus.
Considering that there was not any experimenter present for face-to-face interactions with the respondents during the execution of the computer psychological experiments, the internet served both as medium for the delivery of the experiment and proxy to the role of the experimenter while possible ethical issues were simultaneously addressed.
Research Hypothesis
Null Hypothesis: There is a no significant effect between Internet-based psychological experiments and its impact on the learning experiences of distance education students.
Alternate Hypothesis: There is a significant effect between Internet-based psychological experiments and its impact on the learning experiences of distance education students.
Methods Used
In terms of methods used, a computer program was used for data accuracy in the evaluation of the effectiveness of internet-based psychological experiments to the learning experiences of distance education students was taken into consideration.
Initially, stated in the letter of invitation to them was the outline of the study, research purpose, brief task details and web link (URL) of the experiment. In case a participant wished to participant, the URL contained more comprehensive instructions and extra information. The participants were then informed that the evaluation portion of the study would request them share their views concerning the study and internet use for teaching the course. Any potential technical difficulties from the participants were addressed.
The instruments used are internet-based such as the computer program, which consists of the original and modified versions of the Stroop Experiment, as well as, the follow up questionnaires.
Population and Study Sample
One-third of the 300 or 200 invited students, with knowledge of psychology, took part in this study. However, only one-third of the 200 or 133 of the respondents completed the online psychological experiments. Most of the participants who contributed their time and effort in the study had interests in psychology and the rest were willing but for family/work commitments and/or lack of internet facilities were not able to do so.
Conduct of the Study
Prior to the data collection proper, the study looked for ways to address ethical considerations related to its conduct by being sensitive to ethical principles (e.g., sought the approval of the University Ethics Committee). During its conduct, the study avoided or eliminated any risk on participants.
The ethical rules, as stated in the informed consent, were explicitly known to volunteer-respondents starting from the actual research process (that is, prior to the gathering of data, data collection stage, online debriefing stage because of the absence of the actual experimenter and evaluation phase).
Data Collection
The online psychological experiment provided to a group of distance education students consisted of two, short-timed response computer tasks popularly known as the Stroop task, which was then followed by questionnaires. The data were gathered from participants using a computer program and delivered via the internet. The computer program displayed to the respondents randomly selected words from the list. The participants matched the color of each print word in less than one (1) second prior to the presentation of the next word.
For the first task, respondents determined the color of written words. As respondents progress, the task became more difficult for them because the print colors differed from the color name. The word “BLUE,” for example, appeared in “RED” color, which apparently slowed down the participants responses and/or increased their likelihood of committing mistakes.
The second part of the task is a modified version of the Stroop Experiment and was aptly called the “Emotional Stroop Experiment.” Respondents tried as hard to minimize the incidence of committing an error as they read each emotional-laden word and its print color version. Then, to assess the respondent’s attentional control, the attentional control questionnaire was utilized.
When each respondent was done with the task, a simple graph was shown to him/her, which shows his/her mean speed response in comparison to the other respondents.
Data Analysis
Since a computer program was used in the delivery of the internet-based psychological experiments and the questionnaires, immediate feedback was given to each participant after completion of the tasks. However, participants were also part of the follow up evaluation, by means of questionnaires, concerning the impact of online distance education in comparison to the residential-mode of experimentation. Hence, in the analysis of data, evaluation was also part of the findings of the study.
Results of the Study
The impact of internet-based psychological experiment on the learning experiences of students was first discussed. During the inception of the benefits of online distance learning, face-to-face or laboratory-based psychological experiments were considered better than web-based experiments. However, as more experiments were conducted online, wide acceptance continued especially for distance learning courses. The reason offered by the authors of the study is that they help residential-based students to complete the experiments anytime and anywhere they were. In addition, the participants’ feedback is that online psychological experiments are simple and easy to do especially in introductory psychological experimentation.
Most of the students considered the online psychological experiment they participated in as contributory to their existing experience and knowledge about psychology. One of the overwhelming feedback from participants was that the internet’s usefulness was advantageous for them as participants and in the conduct of their own research. Despite the minor shortcomings experienced by the participants because of the absence of an experimenter before, during and after the performance of the tasks, they agreed that the internet-based activities did run smoothly and delicate ethical issues were addressed successfully.
Most of the participants found the study interesting, fun and engaging compared to the traditional mode of delivering psychological experiments. Further, students’ evaluation of the study made them reflect, not as experimenters but as participants, on the nature of psychological experiments. The latter statement refers to how their prospective research participants’ own thinking and feelings on the decisions that they will make on their own future studies. Majority of the research participants gave positive/encouraging feedback concerning the usefulness of the internet in increasing their knowledge of psychology.
Conclusion
The authors of the study concluded that the impact of internet-based psychological experiments and the learning experiences of students in distance education courses was well-accepted. However, in terms of the actual conduct of the study, it was explicitly stated that it was very important to consider the experimenter’s role in evaluating students’ feedback prior, during and after the tasks. The researchers concluded that the ideal length (or depending on the nature of the study) for online psychological experiments should be taken into consideration. Moreovoer, the researchers also mentioned the full integration in open university psychology courses, or related fields, of internet-based experiments were students have the interests and motivation to complete engaging learning activities.
Impact of the Research Methods on Findings
In terms of the resolution of ethical issues between the participants and the absence of the experimenter, there were three (3) strategies that proved useful. First, there was both detailed briefing and debriefing. Second, participants were advised to email the researchers in case they have questions or clarification. Third, participants’ personal or private information and confidentiality of their answers will not be revealed to other people for them to feel protected during and after the research. Thus, any study findings will only be used for research purposes.
The positive feedback of the student-participants in the study proved the strong impact of online psychological experiments on the learning experiences of distance education students. The authors of the study, however, claimed the special benefits the research findings had for learning because of participants able to share and evaluate their vicarious experiences.
Reviews the way the research was conducted and potential impact on results (e.g. problems with the study methodology that might have affected its validity and/or generalizability).
Potential Impact the Research Findings Might Have in the Daily ‘Real World’ Lives of People
Concerning the potential impact of the results of the study in the real-world lives of individuals, the authors emphasize that online psychological experiments can be best integrated into distance education courses. Using the internet as a delivery medium and taking the place of the experimenter’s role, students gleaned into the viewpoint of participants as they participate in hands-on classical experiments online.
Future Researches Inspired by the Article
The researchers posited that future software developments will allow students to take the role of the experimenter themselves from design up to implemention of other online psychological experiments wherein fellow students are also their research participants.
The results of the study can be an inspiration to future researches, not only in psychology, but in other disciplines as well. One of the applications of web-based research or study is in economics or sociology where students can answer surveys. In using internet for surveys, the computer program automatically pooled and standardized results from observations and information obtained from participants. Hence, if the trends continues where psychological experiments are conducted online and distance education students can share their views or evaluation of psychology courses/programs, more than repository of knowledge-based applications will definitely ensue.
In conclusion, internet-based psychological experiments or online laboratory sessions should consider the adequacy and quality of the learning experiences of distance education students, which the participants of the study had valued even as a standard in the coming distance education programs in psychology courses.
Reference(s)
McKillop, C., Mackintosh, B., & Watt, S. (2003). Psychology Experiments on the Internet: an evaluation of the impact on distance education students. Open Learning Journal, 18(2), 109-119.
