Virtual Instruction: A Qualitative Research Laboratory Course

Abstract

Online graduate programs in psychology are becoming common; however, a concern has been whether instructors in the programs provide adequate research mentoring. One issue surrounding research mentoring is the absence of research laboratories in the virtual university. Students attending online universities often do research without peer or lab support and without previous experience in supervised research projects. This article describes a virtual qualitative research lab course at an online university that both mentored students and collected data through a virtual qualitative lab on a national scale. The authors also address logistics, problems and issues that arose, and suggestions for future courses.

Doctoral E-mentoring: Current Practices and Effective Strategies

“…Melrose (2006) also mentioned the importance of trust, effective communication, reasonable goal setting, and accountability for deadlines. All of these factors remain important to a successful online mentoring relationship (Doyle et al, 2016;Erichsen et al, 2014;Kumar & Coe, 2017;Rademaker et al, 2016;Roumell & Bolliger, 2017;Stadtlander & Giles, 2010).…”

“…Student crave mentors who are open to several forms of communication and meeting times which may suit their individual needs (Andrew, 2012;Crossouard. 2008;Doyle et al, 2016;Erichsen et al, 2014;Kumar & Coe, 2017;Kumar & Johnson, 2017a;Kumar et al, 2013;Roumell & Bolliger, 2017;Stadtlander & Giles, 2010). Mentors may consider innovative communication tools which allow for asynchronous communication for those in different time zones, such as discussion boards and learning management systems (de Beer & Mason, 2009;Loureiro, Huet, Baptista, & Casanova, 2010).…”

“…In online and blended doctoral programs, faculty-student research collaborations may be lacking (Erichsen et al, 2014) despite the fact that this is one of the most beneficial experiences doctoral students can have. Through collaborative research, students learn firsthand what goes into successful research and the details of the publication process (Ewing et al, 2012;Roumell & Bolliger, 2017;Stadtlander & Giles, 2010). This sort of experiential learning helps students gain an understanding of what will be expected in the dissertation process.…”

“…Beyond when and how to communicate, it is important to establish quality communication in a mentoring relationship. Mentors should strive to provide open and supportive communication to their mentees (Erichsen et al, 2014;Rademaker et al, 2016;Stadtlander & Giles, 2010;Terry & Ghosh, 2015), and maintain an approachable attitude so that students feel comfortable discussing challenges or sensitive issues. To encourage this type of open relationships, mentors may actively encourage students to ask questions early in the relationship.…”

“…While supportive communication is crucial to a strong mentoring relationship, it is also necessary to help students stay on track. It is important to allow students to set the pace, but students must be held accountable for achieving goals (Doyle et al, 2016;Erichsen et al, 2014;Kumar & Coe, 2017;Stadtlander & Giles, 2010). This type of accountability will help students perfect their time management skills which will ultimately help them complete their dissertation.…”