• Chapter 1: Real Interviews in an Online World
  
  Objectives:
  
  After you complete Chapter 1, you will be able to do the following:
  

  1. Describe how interviews contribute to scholarly studies;
     
  2. Identify reasons why researchers choose to conduct interviews over the Internet;
     
  3. Compare and contrast evolving characteristics of synchronous and asynchronous online communication; and
     
  4. Discuss ways to think about “richness” of online communication.
     

  
  Chapter Overview:
  
  Research questions are central to any study and every choice of design and approach potentially influences the answers the researcher may find. When the researcher chooses interviews as a data collection methodology, locating the interview in a physical setting is one of many considerations. Interviewers wrestle with the implications and possible influences of the environment on the interviewee's responses. Should the interview be conducted in the interviewer's office, the interviewee's workplace or a community location? In this unit you will explore theoretical and practical considerations facing researchers when the location options include virtual settings. You will look at the very nature of presence and the functions of communication when researchers and participants exchange questions and responses in the online interview.
  
  Assignments:
  

  1. Using your library database, find two scholarly articles based on data collected through interviews. Select one example of a study based on data collected in live, face-to-face interviews and one based on data collected online. In a 3-5 page paper, answer the following questions:
     
           a. First, look at the rationale given for selecting online data collection. How did the researcher describe the reasons for taking this approach? Did the researcher make a compelling case? How did the basis for selection given by the researcher align with reasons discussed in Chapter 1?
           b. Second, did the researcher use synchronous or asynchronous communications? Do you think the researcher would make a different choice based on technologies that have become available since the research was conducted? If you were conducting the study would you use synchronous or asynchronous communication?
           c. Third, look at the article reporting on face-to-face interview research. Could these interviews have been conducted online? Why or why not?

  
  Discussion Questions
  

  1. Reflection on the "cyberspace effect"?
     The "Closing Thoughts" for Chapter 1 states: An unanswered question for online researchers relates to the potential impact of a “cyberspace effect.” Does cyberspace as the interview medium or location make people more open and willing to communicate, or does it make them more secretive? Does cyberspace encourage or enable them to provide different kinds of information than they might provide in face-to-face interview? (McHale, 2007)
     
           a. Reflect on your own online communications: professional, academic, social and/or personal. Do you feel more open when communicating online or more protective of your privacy? Why? What factors enable you to share ideas and feelings freely?
           b. Review the factors you identified. Categorize them in terms of "media richness."

  2. Nonverbal communication online
     Chapter 1 pointed to four modes of nonverbal communication: Chronemics, Paralinguistic, Kinesic and Proxemic. Give one example for each that could be used in building rapport in online communications.
• Chapter 2: Online Research with Technology
  
  Objectives:
  
  After you complete Chapter 2, you will be able to do the following:
  

  1. Compare and contrast characteristics of online communication tools;
  2. Explain ways to use verbal and visual communication features in interviews; and
  3. Identify four categories of synchronous communication.

  
  Chapter Overview
  
  Contemporary directions in new technology development include efforts to make communications and the Internet available on more kinds of devices. These directions combine with trends discussed in Chapter 1: richer media options that allow for immediate feedback using audio, visual images and/or text. In general, the fact that more people can access faster, richer media from any place at any time is advantageous for their potential research participation. In Chapter 2 you will explore a variety of features and four main categories of synchronous communication types: text-based exchange, videoconference or video call, multi-channel meeting and the immersive 3-D environment.
  
  Assignments:
  

  1. Review an online community and write a 2-3 page analysis. Identify a public online community or social media site that attracts members and supports ongoing discussion about a topic you might be interested in researching. Observe this community for one week or attend a webinar or other synchronous event.
     
           a. Describe the style or features of the technology used for communications. How are synchronous and asynchronous communications used for various purposes?
           b. Describe the culture or expectations of the online community or social media site.
           c. Describe the ground rules or norms members must agree to before they can participate in discussions.
           d. Describe any overt steps made by members or a moderator to welcome visitors or members, and build trusting relationships.
           e. Recommend other ways the community could engage members or use emerging technologies.
     
  2. Compare and contrast communication dynamics and effectiveness possible for two of the four types described in this chapter (text-based exchange, videoconference or video call, multi-channel meeting and the immersive 3-D environment) and write a 2-3 page analysis.
  3. Write a 2-3 page analysis of trust in virtual environments. Reference at least two peer-reviewed articles and include at least one communications theory.
  4. In Chapter 1 you selected two studies based on face-to-face interviews and online data collection. Analyze the technology choices made in the study that used data collected online. Identify new technology options that have emerged since the study was conducted, make recommendations and support your choices in the context of the research questions.

  
  Discussion Questions
  

  1. Peer learning
     
           a. Which ICTs can you demonstrate or teach others to use? Offer peer learning opportunities to improve each others’ skills.
           b. Which ICTs do you want to learn how to use? Select a technology tool you have not used before. Working with a classmate, try a new communications tool. Ask your peer questions, and record or take notes. Discuss your perceptions of this tool’s potential for research interviews. (Note: many software tools offer a free or trial version you can use for this project.)
           c. Summarize your exchange in 2-3 paragraphs and post in the discussion board.
     
  2. Developing trust online
     
     a. What factors make you feel safe and willing to reveal personal or sensitive thoughts or feelings in online communications?
           i. The style or features of the technology?
           ii. The personality, style, or credibility of the person with whom you communicate?
           iii. The ground rules or agreements you state before the interaction?
     
     b. Discuss steps or actions you can take to help others trust you when you communicate online.
     
  3. Computer-Mediated Communication (CMC) skills self-assessment
     
           a. What CMC strengths and skills can you apply to your work as an online researcher?
           b. What CMC skills do you need to develop in order to conduct interviews online?
     
• Chapter 3: Interviews for Scholarly Research
  
  Objectives:
  
  After you study Chapter 3, you will be able to do the following:
  

  1. Define in-depth research interview, describe key distinctions and roles for the interviewer and interviewee;
  2. Explain research epistemologies, theories, methodologies, and methods and how they are interrelated;
  3. Explain levels of interview structure and associated interview types; and
  4. Map elements of a research design.

  
  Chapter Overview:
  
  Researchers locate their studies within a world view and theoretical context. Whether crafting a purely qualitative study or integrating qualitative research into a mixed methods study, a broad understanding of qualitative methodologies is essential before starting to design research. This understanding is essential to online researchers for several additional reasons. An understanding of interview styles may influence the choice of communications technologies. At the same time, knowledge of available communications technologies may influence choice of research methodologies. These decisions need to be made in a coherent way so researchers can develop thoughtful rationales and proposals that show alignment of interview approach, research purpose, and design. This chapter surveys major approaches to interview research provide essential background that researchers need to grasp the relationship between research tradition, purpose, and design. At its simplest, the interview is a method researchers use to collect data. The differences in interview methods hinge on choices about the degree to which the interview questions are planned in advance or articulated during the interview in response to the situation and participants' comments. Other distinctions between interview methods are based in different expectations for  the interviewer, interviewee, and their interactions during the interview. Stylistic choices are influenced by researchers’ epistemic views of knowledge and whether they believe knowledge exists apart from, or is created during and through, the interview process. You will explore methods used in interview research.
  
  Assignments:
  

  1. In Chapter 1 you selected two studies based on face-to-face interviews and online data collection. In a 5-8 page essay discuss the following:
     
           a. Identify the epistemologies, main theories and methodologies used in the two studies.
           b. Describe the central principles and perspectives that underpin each study. Compare and contrast their theoretical approaches.
           c. Explain each researcher's purpose for these choices. Do you agree with their choices?
     
  2. Write a 5-8 page essay describing the key ideas, historical development and important thinkers for one of the methodologies listed in Table 3.1. In addition to referencing the readings for this unit and other resources about your selected methodology, locate at least two peer reviewed studies that used this methodology.
  3. Submit the research questions and initial plan for the final paper research proposal.
  4. In Chapter 1 you selected two studies based on face-to-face interviews and online data collection. Then you identified the epistemology, main theories and methodologies used for each study. Now look at methodologies and methods, and write a 5-8 page essay covering the following topics.
     
           a. Describe the interview methods used. Refer to the "Typology of Interview Structures."
           b. Which metaphor best describes the interview style and intentions: mining, gardening or traveling? Did it work, or would you use a different style given the purpose of the study?
           c. Assess whether these for elements were aligned in this research design.
           d. What would you recommend to improve alignment?
     
  5. Using a study you locate in a peer-reviewed journal or your own research design, map the key elements based on the Knowledge Map template.
     
           a. In a 2-3 page essay, describe the inter-relationships and influences among the elements of the research design.
           b. Note areas where elements are missing or where they do not align. What would you recommend to improve alignment?
     

  
  Discussion Questions

  1. Peer learning
     
           a. Which methodology did you focus on in the unit assignment? Can you help others to understand it? Offer peer learning opportunities to improve each others’ skills.
           b. Which methodology do you want to learn more about? Find a peer who has studied that methodology and ask questions.
           c. Summarize your exchange in 2-3 paragraphs and post in the discussion board.
     
  2. Epistemological views and you
     
           a. Explain your own world views about the nature of knowledge. How will these views influence the choices you will make as a researcher?
     
  3. Research Interviews in an interview society
     
           a. Describe three similarities and differences between the roles and practices of research interviewers and other kinds of interviewers in journalism or human resources hiring.
     
  4. Peer learning
     
           a. Exchange your knowledge map with one or more peers.
     
                 i. Compare and contrast your maps and analysis of the research designs you studied.
                 ii. Make additional recommendations for meeting gaps or addressing alignment
     
  5. Research Interviews and Interviewers
     
           a. What are the most important roles or practices for research interviewers?
           b. How do these roles vary depending on interview structure and approach?
     
• Chapter 4: Design for Credible and Ethical Online Research
  
  Objectives:
  
  After you study Chapter 4, you will be able to do the following:
  

  1. Describe the basic components of a research design;
  2. Analyze ethical issues important to researchers proposing to collect data through online interviews; and
  3. Explain key steps for designing studies acceptable to Institutional Review Boards or other decision-makers.

  
  Chapter Overview:
  
  A research design is a comprehensive strategic plan for a study. It describes all elements of the study coherently and argues for scholarly and scientific merit. The research design shows how all of the major parts of the research project work together to accomplish the study’s purpose and address the research questions. In previous units you have examined some of the epistemological, theoretical and methodological building blocks. In Chapter 4 you will look at the ethical issues and associated with the design of a study that uses online interview data.
  
  Assignments:
  

  1. Create a checklist for ethical online research that articulates your own standards of values and ethics before you start collecting and analyzing data. Justify your choices using principles from one or more ethical theories.
  2. Review at least two studies conducted with data collected online (observation, participant observation, interviews or focus groups.) You may use studies selected for assignments in previous units or locate new examples. In a 3-5 page essay, answer the following questions:
     
           a. Do you feel the researchers acted ethically? Why or why not? Support your positions,
           b. Where would you place research setting using the on Figure 4.1 Public-Private Internet Continuum?
           c. What advice would you give the researcher to improve ethical practices with the research participants?
     
  3. Reflect on the ethical risks for online researchers. In a 3-5 page essay, discuss the steps you will take to conduct research in a transparent, honest way.
  4. In a 3-5 page essay, discuss your analysis of the case found in Chapter 4, “Two Researchers: Ethical or Not?"

  
  Discussion Questions
  

  1. Peer learning
     
           a. Compare and contrast your ethics checklist with your peers’ lists. Discuss similarities and differences.
           b. Were your priorities the same as your peers? Were your theoretical justifications the same or different? What other theoretical perspectives are needed to support your choices?
           c. Refine your list based on new insights. Post your revised checklist in the discussion board.
     
  2. “Two Researchers: Ethical or Not?”
     
           a. Discuss your analysis of the case study in the discussion board.
     
• Chapter 5: Sampling: Selecting Participants for Online Interviews
  
  Objectives:
  
  After you study Chapter 5, you will be able to do the following:
  

  1. Describe sampling issues in qualitative research;
  2. Compare and contrast sampling types;
  3. Relate sampling types to a design for online interview research; and
  4. Apply recommendations for online sampling plans and recruitment.

  
  Chapter Overview:
  
  Interview researchers cannot get far without people to interview. Identifying and selecting the individuals who will contribute relevant thoughts and experiences as research participants is critical because interview researchers depend on them to generate high-quality data. As noted in previous units, the interviewee’s role is to respond honestly to an interviewer’s questions or to participate in discussion with the researcher. Interviewees’ responses ideally offer insight into perceptions, understandings, or experiences of personal, social, or organizational dimensions of the subject of the study. Once a researcher decides on the purpose of the study and the style of interview, including the technology to be used for the interview, level of structure and type of interaction, and potential ethical dilemmas or risks, it is possible to clarify the expectations for interviewees and characteristics they will need to possess to participate. In Chapter 5 you will explore issues surrounding the sampling process generally, as well as the issues for online interview research in particular.
  
  Assignments:
  

  1. In assignments for previous chapters, you located articles describing interview studies. Look at those articles again and write a 2-3 page essay describing the sampling methods used.
     
           a. What type of sampling did they use? Look at Tables 5.1 and 5.2, and identify the approach. What sampling criteria did they use? Do you feel the researcher made the best choice? Why or why not?
           b. Did any of the studies discuss online recruitment of participants? Where on the Figure 5.4 continuum would you place their strategies? What other recruitment strategies would you suggest?
     
  2. In previous units you considered issues of trust in virtual environments and the "cyberspace effect." In a 1-3 page essay, describe the implications of these issues for sampling, and  for using or creating sample frames. What recommendations do you suggest for online interview researchers to address these issues? Be specific.
  3. In Chapter 2 you reviewed an online community. In a 1-3 page essay, describe the strategy you would use to ethically recruit research participants from that community.

  
  Discussion Questions
  

  1. Public and private places online
     
           a. Identify 3-5 websites you frequently visit, such as your college or university site, online library or publications, news, media or social media sites. Use the figure 5.3 continuum to determine the degree to which the community is public or private. Post the links and your assessment in the discussion board.
           b. Compare and contrast your post with those of your peers.
     
  2. Trust and Identity
     
           a. In previous units you considered issues of trust in virtual environments and the "cyberspace effect." Discuss your own experiences online.
     
                 i. Compare and contrast interactions with people you know from face-to-face experiences (colleagues, family and friends) with online interactions with people you have "met" online.
                 ii. If you have developed relationships with people online, how did you establish trust?
     
• Chapter 6: Preparing for a Live Online Interview
  
  Objectives:
  
  After you study Chapter 6, you will be able to do the following:
  

  1. Understand steps needed to plan an online interview;
  2. Outline specific preparations needed based on technologies, the type and research context of online interview; and
  3. Describe the essential pre-interview groundwork needed by online interviewers.

  
  Chapter Overview:
  
  Once the researcher has divined a research purpose and designed the study, considered ethical issues, and obtained approval, planned for sampling, and recruited sample participants, it is time to move to the practical steps of interview planning and preparation. In this chapter you will explore three interrelated areas of interview preparation: preparing questions or discussion themes, preparing to use the interview technology, and individual preparation for the interviewer.
  
  Assignments:
  
  

  1. Identify one or more ICT you are interested in using for an online interview. In a 3-5 page plan, cover the following topics:
     
           a. Discuss the specific options available for communicating with the selected ICTs, how you would use them and steps you would take to prepare.
           b. Describe your skill level for communicating with this ICT and if you are a novice, explain the steps you can take to build your skills.
           c. Create a planning timeline and checklist for an online interview using the selected ICTs.
     
  2. In a 3-5 page essay, analyze the point made by Rubin and Rubin (2005): people relate to one another through culturally understood roles in which obligations and responsibilities are known to both parties. When the interview occurs online, how do people know “culturally understood roles” and agree to obligations and responsibilities? Identify any steps researchers (or participants) should make in the planning phase. Reference at least two sources in addition to the text.

  
  Discussion Questions
  

  1. Peer learning
     
           a. Exchange your ICT preparation plan with one or more peers.
           b. Compare and contrast your approaches for preparing to interview in selected ICTs.
     
  2. Epoche
     
           a. Discuss the concept of Epoche.
           b. What could you do to clear your mind in readiness for an online interview?
           c. What are your concerns about staying open-minded during an interview-- how will you avoid jumping to conclusions before the data has been received and analyzed?
           d. Offer constructive suggestions to your peers.
     
• Chapter 7: Conducting the Synchronous Online Interview
  
  Objectives:
  
  After studying Chapter 7, you will be able to do the following:
  

  1. Summarize roles and responsibilities of the interviewer during the interview;
  2. Describe essential practices for conducting a productive research interview; and
  3. Conduct a research interview using synchronous technologies.

  
  Chapter Overview:
  
  In Chapter 7 you will build on the work you completed in previous chapter. You are ready to explore practical steps for conducting an online research interview using tools that allow interviewer and participant to communicate with text, audio, visual, or immersive technologies.
  
  Assignments:
  

  1. As noted in Chapter 1of Online Interviews in Real Time, we live in an “interview society.” This means we have readily available examples of interviews. Although an interview for news or entertainment has a different purpose than a scholarly interview, interviewers still must open, question, and close the interview. Search the Internet for a recorded one-to-one interview that lasts at least five minutes. Review the recording several times to identify how the interviewer conducted each step of the interview, transitioned between steps, and responded to any unexpected responses from the interviewee. In a 2-3 page analysis discuss the following questions:
     
           a. What worked or didn’t? Why? What would you recommend?
           b. If the interviewer were using this interview to collect data, what would be done differently?
     
  2. Select one of the four synchronous modes described in this book. In a 2-3 page analysis discuss the following questions:
     
           a. If the interview you reviewed had been conducted using that technology, in what ways would the interviewer need to change his or her approach?
           b. What different styles or strategies would you recommend?
     
  3. Review the planning timeline and checklist for an online interview using the ICTs you developed in the Chapter 6 assignment. Based on what you learned by reading Chapter 7, are any changes needed? Why or why not?
     
           a. What steps will be appropriate for implementing this plan?
           b. What types of responses or events-including technical issues-could derail your interview. Make a contingency plan for addressing them.
           c. Revise and update you plan as needed and re-submit.
     
  4. Final Paper Peer Review: Give a brief “defense” of your proposal (10-15 minutes), and be prepared to make revisions based on the feedback of your peers for the final Chapter 9 submission. You will be expected to offer feedback on the proposals of your peers.

  
  Discussion Questions
  

  1. Peer learning
     
           a. Conduct a practice online interview.
     
                 i. Select one of the four types of ICTs available to you and your peer.
                 ii. Develop 4-6 interview questions.
                 iii. Carry out the interview.
                 iv. Repeat with the peer, so you have the experience as both interviewer and interviewee.
                 v. Debrief after both interviews; offer constructive suggestions to your peer to improve interview skills.
     
           b. In the discussion board, post your reflection on the experience. Identify other steps you will need to take to prepare before conducting interviews as part of a scholarly study.
     
• Chapter 8: Visual Research and the Synchronous Online Interview
  
  Objectives:
  
  After studying Chapter 8, you will be able to do the following:
  

  1. Define and explain the meaning of visual literacy;
  2. Offer an overview of visual research methods; and
  3. Distinguish different types of online visual research using the Typology of Online Visual Interview Methods.

  
  Chapter Overview:
  
  Contemporary communications media increasingly emphasize images over text. This change in emphasis makes visual methods of interest to researchers from a wider range of disciplines that plan to communicate with participants in research interviews. Interview researchers may choose to complement a mostly verbal process of questioning with some visual approaches or complement a mostly visual approach with verbal interview exchanges. Building on Chapter 6 and 7, you will explore ways to use the visual features available to you as an online interviewer.
  
  Assignments:
  

  1. Review an article or report of a study based on verbal interview data.
     
           a. Develop an alternative data collection plan using online visual interview methods.
           b. Use at least two visual research method types (Visual Ideation, Visual Elicitation, Visual Communication or Visual Collaboration) and two synchronous approaches (View, Transmit, Navigate, Generate). Provide a rationale for your choices.
     
  2. Building on the plans and checklists created for previous units, create a planning checklist for visual interview preparation.
  3. Think of a time when someone successfully used visual approaches to communicate with you. In a 2-3 page essay describe the experience and identify why the message got through to you by a visual means. If possible, include images that represent the kinds of visual approaches that were used.
  4. Reflect on the concepts from the readings for this unit and at least two relevant peer-reviewed articles. In a 5-8 page essay, discuss the following questions:
     
           a. What does “visual literacy” mean to you? Why is visual literacy important or unimportant to you?
           b. Do you think in words or pictures? Which form of Howard Gardner’s intelligences is strongest for you—and how does it impact your inclinations and abilities as a researcher?
           c. How “visually literate” are you? What can you do to become more visually literate?
           d. When would visual methods be appropriate to use in an interview?
     

  
  Discussion Questions
  

  1. Peer learning
     Conduct a practice online interview using visual research methods with a peer.Using the same interview questions used in the Unit 8 practice interview, experiment with different combinations: verbal stimulus/verbal response; verbal stimulus/visual response; visual stimulus/verbal response; and visual stimulus/visual response.
     
           a. Compare and contrast the ways you communicated and the kinds of results you obtained.
           b. Repeat with the peer, so you have the experience as both interviewer and interviewee.
           c. Debrief after both interviews; offer constructive suggestions to your peer to improve interview skills.
           d. Based on your experience, what kinds of questions elicit the richest responses?
     
• Chapter 9: Online Communications and Online Interviews: Trends and Influences
  
  Objectives:
  
  After studying Chapter 9, you will be able to do the following:
  

  1. Identify and discuss emerging trends and implications for online interview research; and
  2. Analyze and generate recommendations for further discussion and development of online interview research methodology.

  
  Chapter Overview:
  
  It is hard to predict what information and communications technology, tool, or gadget will next enthrall experienced users and attract new ones. It seems likely that coming generations of ICTs will be faster, with more options for integrating visual media, audio, and text. Based on the study of online interviews in this course, it seems fair to say that any communications technology option that becomes widely available will be adopted, sooner or later, by researchers. In this chapter you will explore emerging trends and imagine future directions for online interview research.
  
  Assignments:
  

  1. In a 3-5 page essay, discuss trends that could influence synchronous online interview research. In your essay, critically review the thinking of least three futurists.
     
           a. Identify and discuss at least one additional trend in synchronous ICT features or services, or a trend in technology use, that could influence online interview research.
           b. Identify and discuss at least one additional cultural, economic or societal trend that could influence online interview research.
           c. In Unit 8 you explored the use of visual methods online. Identify and discuss another type of data collection that could be carried out online, given new ICT features and services.
           d. Describe the kinds of educational experiences future researchers will need in order to prepare for these kinds of research experiences.
     

  
  Discussion Questions
  

  1. Peer learning
     
           a. Post a 2-3 paragraph summary of your study of trends that could influence synchronous online interview research.
           b. Review the posts of at least two peers, compare and contrast your observations and findings.
           c. After reviewing your peers' posts to the discussion, post any additional thoughts or insights about the potential influences on future online research and/or researchers.
     
  2. Reflection
     Based on your learning experiences in this class, what steps will you take to in skills development, research design or implementation?
     

The course will culminate in a formal proposal or plan for future research using synchronous online interviews. The proposed study can be conducted entirely with qualitative methods or with mixed methods. The proposal could be an early version of the methodology chapter of your dissertation or thesis proposal. It could also be a plan for an article or action research in a professional setting.

The proposal should entail a discussion of your research questions and brief background of the inquiry, supported by the scholarly literature. You should offer a detailed explanation and your rationale of the research methodology including sampling approach, interview type, ICT tool(s) and use of visual or other methods.

You will need to justify your methods using the readings from the course and your own research.

Be prepared to give a brief “defense” of your proposal (10-15 minutes), and be prepared to make revisions based on the feedback of your peers. You will be expected to offer feedback on the proposals of your peers.

Length: 15-20 pages
Graduate writing mechanics and appropriate academic style are expected.

• General Resources on Qualitative and/or Mixed Methods Research
  
  Qualitative Research
  http://carbon.ucdenver.edu/~mryder/itc_data/pract_res.html
  
  Research Methods Knowledge Base
  http://trochim.human.cornell.edu/kb/index.htm
  
  Using Qualitative Methods in Healthcare Research: A Comprehensive Guide for Designing, Writing, Reviewing and Reporting Qualitative Research
  http://www.qualres.org/index.html
  
• Resources on Technology and Usage Trends
  
  The Center for the Digital Future at the USC Annenberg School
  http://www.digitalcenter.org/
  
  Pew Internet & American Life Project
  http://www.pewinternet.org/
  
• Resources on Research Ethics or Institutional Review of Research
  
  Code of Federal Regulations for the Protection of Human Subjects in Research, U.S. Department of Health and Human Services, 2008, 21 CFR Part 50:
  http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&sid=fbe9c159f0310f0a95f927b0eec064e6&rgn=div5&view=text&node=21:1.0.1.1.19&idno=21
  
  Compilation of International Human Subject Protections
  http://www.hhs.gov/ohrp/international/HSPCompilation.pdf
  
  Ethical Decision Making and Internet Research: Recommendations from The AOIR Ethics Working committee
  http://www.aoir.org/reports/ethics.pdf
  
  Ethical Guidelines For Social Science Research In Health
  http://www.hsph.harvard.edu/bioethics/guidelines/ethical.html
  
  Ethical principles for conducting research with human participants (UK)
  http://www.dcs.gla.ac.uk/ethics/bps-conduct.pdf
  
  Ethics Review of Research Involving Humans (Canada)
  http://www.nserc-crsng.gc.ca/NSERC-CRSNG/Policies-Politiques/MOURoles-ProtocolRoles/2-ResearchwithHumans-RecherchavecHumaines_eng.asp
  
  Ethics in Research With Human Participants
  Edited by Bruce D. Sales and Susan Folkman
  http://books.apa.org/books.cfm?id=4312310
  
  Five principles for research ethics
  http://www.apa.org/monitor/jan03/principles.html
  
  National Institutes of Health (USA), Office of Extramural Research on-line tutorial
  http://phrp.nihtraining.com
  
  National Statement on Ethical Conduct in Human Research (Australia)
  http://www.nhmrc.gov.au/publications/synopses/e72syn.htm
  
  Institutional Review Board Guidebook (USA)
  http://www.hhs.gov/ohrp/irb/irb_chapter3.htm
  
  The Interagency Advisory Panel on Research Ethics Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canada)
  http://pre.ethics.gc.ca/eng/policy-politique/tcps-eptc/readtcps-lireeptc/
  
• Relevant Open Access Journals
  
  International Journal of Qualitative Methods
  http://ejournals.library.ualberta.ca/index.php/IJQM/user
  
  Journal of Interactive Media in Education
  http://www-jime.open.ac.uk/
  
  Journal of the Research Center for Educational Technology
  http://www.rcetj.org/?type=cc&id=17
  
  The Qualitative Report
  http://www.nova.edu/ssss/QR/
  

• A sample syllabus provides a suggested model for instructors to use when creating the syllabi for their courses.