Research Methodology

ByReaz Uddin, Ph. D.

Dr. Panjwani Center for Molecular Medicine and Drug Research, International Center for Chemical and Biological Sciences,University of KarachiResearch Methodology ASR7021Course ContentsPublic Safety (Dr. Raza Shah) (2 classes)Lab Safety (Dr. Raza Shah) (2 classes)Environment conservations (Dr. Raza Shah) (2 classes)Scientific Record Keeping (Dr. Hina Siddiqui) (2 classes)Handling of Research Material (Dr. Hina Siddiqui) (2 classes)Research Misconduct (Dr. Hina Siddiqui) (2 classes)Critical Evaluation of Research (Dr. Hina Siddiqui) (2 classes)Ownership of Data (Dr. Hina Siddiqui) (2 classes)Research Ethics (Dr. Reaz Uddin) (2 classes)Scientific Integrity (Dr. Reaz Uddin) (2 classes)Effective use of computers and internet (Dr. Reaz Uddin) (2 classes)Publication (Dr. Reaz Uddin) (2 classes)Communication of Science (Dr. Reaz Uddin) (2 classes)Students Presentations (Dr. Hina Siddiqui and Dr. Reaz) (10 classes)Biostatistics (Mr. Yaseen Menai) (9 classes)

2Internet Usage for Academic Purposes33Strengths of the Internet for Academic WorkThe Internet offerscurrency of information.information in a variety of media (text, graphics, video, and audio).access to resources that many would not otherwise have an opportunity to use through digital collections.access not limited by distance or time.

44Weaknesses of the Internet for Academic WorkFew centralized information filters relative to the amount of information availableNo explicit editorial review policies to analyze content and verify factual informationLess social and professional pressure to ensure accuracyNo regulatory policy concerning Web-based informationEase of electronic sabotage and content alterationMany Web sites do not have established reputations that can aid users in assessing the sites veracity.Merging of advertising and informationProfessional-quality Web sites are easy to create and can appear credible, even when they are not.M.J. Metzger et al. (2003) College student Web use, perceptions of information credibility, and verification behavior. Computers & Education.55Students Academic Uses of the InternetUsed primarily tocommunicate with their professorsdo research/get informationview course Web sitescontact other studentscarry on email discussions with classmatesobtain grade informationcomplete and check homework assignments

79% of college students feel the Internet has had a positive impact on their academic experience.Pew Center (2002); M.J. Metzger et al. (2003) College student Web use, perceptions of information credibility, and verification behavior. Computers & Education.

66Impact of Internet on Academic SkillsHas the Internet made college studentsLazy?Procrastinating?Plagiarizing?Has the Internet corrupted research skills?Do they take the path of least resistance?Are they information illiterate?77Procrastinating: delay or postpone action; put off doing something.An Information Literate IndividualDetermine the extent of information needed.Access the needed information effectively and efficiently.Evaluate information and its sources criticallyIncorporate selected information into ones knowledge base.Use information effectively to accomplish a specific purpose.Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

The Association of College and Research Libraries Information Literacy Competency Standards for Higher Education

Is able to...88How do students use the Web for research?Two major sourcesWeb resources free via the WWWOnline library resources including full-text journal articles from library data basesFirst choice: commercial search engines and web portals (e.g., Google, MSN, AOL, Yahoo!)

99How do students find new websites?Ranked in order of importance: search enginessurfingusing a directoryreading about siteshelp from classmatesassistance from library staff

1010How do students rate themselves?3/4 agree completely that they are successful at finding the information they need.Nearly 2/3 strongly agree they know best what information to accept from the Web.

1111Can students evaluate information on the Web?Many are much more willing to use a web-based resource than a paper resource, even if the paper resource is more complete.

1212How do students view the web?As a convenience that may not necessarily improve the quality of their work.Most helpful for increasing the number of sources available.Next was the Internets ability to save time.Behind this was its importance in improving their grades.Finally, its usefulness for improving the quality of their work.

M.J. Metzger et al. (2003) College student Web use, perceptions of information credibility, and verification behavior. Computers & Education.1313Students email with professorsto set up appointments with professorsto discuss gradesto get clarification of an assignment

Pew Internet & American Life Project (2005) The Internet goes to college1414If college students are being seducedby the instant access to and seemingly endless supply of information on the Web, faculty need to get involved to counteract the power of the Internet.

(Thompson, C. (2003) Information illiterate or lazy: How college students use the Web for research. Libraries and the Academy, Vol. 3, No. 2, p. 264.)1515Internet and PlagiarismWith just a click of a mouse and a credit card number, students can download plagiarized material.Free online access to books and journals allows students to cut and paste.key signs of plagiarism:a students writing suddenly becomes significantly better.words or language is contrary from what they learned in class.a student's paper is good, but off the topic.1616Internet and PlagiarismHas plagiarism increased in your students work since the Internets spread?Yes - 44%No - 23%Undecided - 33% Do you use the Internet to check for plagiarism?Yes - 74%No - 26%Source: Pew Internet & American Life Project (2005)1717Internet Cutting and PastingCut & paste' plagiarism - using a sentence or two (or more) from different sources on the Internet in a paper without appropriate citation Absence of clear direction from faculty10% of students admitted to cutting and pasting in 1999, almost 40% in 2002. A majority of students (77%) believe such cheating is not a very serious issue.McCabe, D. (2005) Levels Of Cheating And Plagiarism Remain High. The Center for Academic Integrity1818The Impact of the Internet on StudentsThe Good, the Bad, and the Ugly 1919Where were you?October 13, 1994Netscapes Mosaic browser available for free The dawn of the popular internet A decade later, the internet has changed how wecommunicate acquire informationentertain and amuse ourselvesaccess education and learningworkshopbankand more!2020Todays College StudentsSpam and cookies are not necessarily foods.Ctrl + Alt + Del is as basic as ABC.They have never been able to find the return key.Computers have always fit in their backpacks.They have never gotten excited over a telegram, a long distance call, or a fax.Computers have always suffered from viruses.They have done most of their search for the right college online.They don't remember when "cut and paste" involved scissors.From Beloit College Mindset Lists2121Net Gen Information ProcessingHypertext minds - they leap around. A linear thought process is much less common than the ability to piece information together from multiple sources. Ability to read visual images Visual-spatial skillsInductive discoveryFast response timeOblinger, D. & J. (2005) Is It Age or IT: First Steps Toward Understanding the Net Generation. EDUCAUSE . 2222Characteristics of the Net GenDigitally Literate Connected Immediate Experiential Social Teams Structure Engagement and Experience Visual and Kinesthetic Oblinger, D. & J. (2005) Is It Age or IT: First Steps Toward Understanding the Net Generation. EDUCAUSE . 2323Characteristics of the Net GenAre more comfortable composing documents online than longhand. Have turned "remembering" (phone numbers, meetings, etc.) over to a technology device. Are constantly connected. The Internet always on. Cell phone is always there. Can effectively engage in many different activities at one time.Play video or computer games. Oblinger, D. & J. (2005) Is It Age or IT: First Steps Toward Understanding the Net Generation. EDUCAUSE . 2424Students use the Internet most often toCommunicate sociallyEngage in work for classesBe entertainedCommunicate professionallyPew Internet & American Life Project (2005) The Internet goes to college2525Internet as Mail Pigeon: a Social TechnologyIntegrated into their daily communication habits.Majority more likely to use the phone than the Internet to communicate socially.Majority consider the Internet to be an easy and convenient choice for communicating with friends. Cell phone use while being online is prevalent.check email at least once a day.use at least two email addresses.use Instant Messaging (IM).use the Internet primarily to communicatesocially.forward messages to friends or family (most popular online social activity).

Pew Internet & American Life Project (2005) The Internet goes to college2626Gullibility Virus Spreading over the Internet! SymptomsThe willingness to believe improbable stories without thinking. The urge to forward multiple copies of such stories to others. A lack of desire to take three minutes to check to see if a story is true.2727Internet as Library73% use the Internet more than the library.Only 9% use the library more than the Internet.Time spent in the library has decreased.Library use has increased with online access to materials.

2828Job Search ResourceThe Internet earned the highest marks as "very valuable" from more than 40 percent of respondents. Career web sites were highly rated by about a fifth of graduating students. Job postings on career center web sites were a frequently-used resource.http://www.jobweb.com/resources/library/Salary_and_Benefits/Time_to_Think_A_279_1.htm2929Internet as Amusement ParkOnly 10% use the Internet primarily for entertainment.78% have gone online just to browse for fun, compared to 64% of all Internet users.60% have downloaded music files compared to 28% of the overall population.Gaming is virtually a commonplace.

3030Gaming and StudentsComputer, video and online games are woven into the fabric of everyday life.a social/socializing activityintegrate gaming into their dayMost associate positive feelings with gamingpleasant (36%)exciting (34%)challenging (45%)Fewer reported gaming made them feel frustrated (12%)bored (11%)stressed (6%)Pew Internet & American Life Project. (2003). Let the games begin.3131

3232Controversial Internet Use3333Controversial Web Sitesracist sitesweapons sitesdrug sitesterm paper sitespirating (copying software illegally) sitesfake ID sites (fake identification)gambling sites

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3535Pirating using Internet sites to pirate (illegally copy) software.using the universitys computers to download the pirated software. Rumbough, T. (2001). Controversial Uses of the Internet by College Students, Educause.3636Internet Addiction:Is it Real?3737Opinions about Internet Addictionlittle more than a medium to fuel other addictionssimply a manifestation of an underlying mental health problem or even an artificial product of mental health professionals to increase clientele disorder with parallel symptoms of other Diagnostic and Statistical Manual of Mental Disorders defined criteria such as pathological gambling or substance abuseMight simply represent a fashionable jargon engaged in naming anything passionate or any desire to repeat a rewarding activity as being addicted or hooked(Kaltiala-Heino, Lintonen, & Rimpela, 2004)

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3939Internet Addiction SurveyDo you feel preoccupied with the Internet (think about previous online activity or anticipate next online session)?Do you feel the need to use the Internet with increasing amounts of time to achieve satisfaction?Have you repeatedly made unsuccessful efforts to control, cut back, or stop Internet use?Do you feel restless, moody, depressed, or irritable when attempting to cut down or stop Internet use?

Young, K.S. (2004). Internet Addiction: A New Clinical Phenomenon and Its Consequences. American Behavioral Scientist 48 (4). 4040Internet Addiction SurveyDo you stay online longer than originally intended?Have you jeopardized or risked the loss of a significant relationship, job, educational or career opportunity because of the Internet?Have you lied to family members, therapists, or others to conceal the extent of involvement with the Internet?Do you use the Internet as a way of escaping from problems or of relieving a dysphoric mood (e.g. feelings of helplessness, guilt, anxiety, depression)?

Young, K.S. (2004). Internet Addiction: A New Clinical Phenomenon and Its Consequences. American Behavioral Scientist 48 (4). 4141What is it?The Internet can cause problems, but is it AddictionDisorder (Internet Addiction Disorder IAD)CompulsionAbuseDependencyMisusePathological Internet Use (PIU)?Too little valid and reliable dataSelf-report surveysOften online studiesPoor sampling4242

4343Learner-Instructor Interaction in an Online EnvironmentMore than glorified correspondence courses4444Ramifications of the Interactive Potential of Online EducationBlurs the line between distance education and traditional, place-based education: DiscussionCollaborationPotential for building a sense of community among participants Allows more give and take between learners and the organizationProvides access to peers creating a network of scholarsintellectual exchangecollective thinkingcollaborative endeavorssocializationMason, R., & Kaye, A.R. Toward a new paradigm for distance education. In L. M. Harasim (Ed.), Online education: Perspectives on a new environment. New York, NY: Praeger Publishers, 1990.4545Advantages of Online EducationThe result of three characteristics:asynchronicityefficient information accessincreased social distance McComb, M. (1993) Augmenting a group discussion course with computer-mediated communication in a small college setting. Interpersonal Computing and Technology, 1(3). 4646Potential Negative Impacts of Online Education asynchronous nature takes some getting used tomore easily procrastinate in reading and/or writing Sheer bulk of messages can be overwhelming.Text-based makes it more cumbersome; takes more time than F2F requiring extra work or covering less content. less responsive than face-to-face, potentially inhibiting expression and eliminating non-verbal communication Some participants may be hesitant to commit their ideas, experiences, and feelings to print. Yet, more students respond, responses are longer and more complex, and interactions are increased in online education when compared to F2F

McDonald, J. (2002) Is as good as face-to-face as good as it gets? JALN Volume 6, Issue 2 - August 20024747Categories of Quality Learner-Instructor Interaction directing learningproviding performance feedbackpromoting content understandingcreating structuresupporting learningMiner, R.C. (2003) A framework for learner-instructor interaction in the online, distance education environment. The University of Oklahoma4848Directing LearningFocus students learning efforts.Keep students efforts on track.Link students to useful resources.

Miner, R.C. (2003) A framework for learner-instructor interaction in the online, distance education environment. The University of Oklahoma4949Providing Performance FeedbackProvide specific and constructive feedback. Personalize the feedback. Avoid too much feedback. Miner, R.C. (2003) A framework for learner-instructor interaction in the online, distance education environment. The University of Oklahoma5050Promoting Content UnderstandingTeaching by the instructor.Using effective instructional strategies.Promoting understanding interaction dependent upon various online conditions.novice or expert with respect to the content deep or shallow learning Miner, R.C. (2003) A framework for learner-instructor interaction in the online, distance education environment. The University of Oklahoma5151

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