Research Proposal Worksheet

· Overview

Use the provided template to develop a qualitative research proposal to examine a specific question related to a chosen topic in your career field.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Context

Social scientists are interested in studying how the Internet and its related technologies facilitate the learning process. We know that more people have access today to educational opportunities due to the advances in technology, and in many ways, this is a wonderful benefit for our society. However, what are the social implications of attending college, high school, middle school, and even younger grades online? What are the physical consequences of being wired for so long on a given day, particularly for children? How have teaching and learning changed as a result of technological advances? All this and more will be considered in this assessment.

The  Assessment 6 Context  document contains important information on the following topics:

· Online learning at all ages.

· Ergonomics.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

Resources

Required Resources

The following resources are required to complete the assessment.

Resources

Click the links provided to view the following resources:

· Qualitative Research Proposal Template .

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Resources

Click the links provided to view the following resources:

· Library Research & Information Literacy Skills .

· Planning: Research Question and Topic .

· PewResearch Internet Project .

· Assessment 6 Context .

Multimedia

Click the links provided below to view the following multimedia pieces:

· Cyberpsychology Course Resources  |  Transcript .

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

· Clarà, M., & Barberà, E. (2013).  Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology . Distance Education, 34(1), 129–136.

· Dobrowolski, P., Pochwatko, G., Skorko, M., & Bielecki, M. (2014).  The effects of virtual experience on attitudes toward real brands . Cyberpsychology, Behavior, and Social Networking, 17(2), 125–128.

· Green, B. N. (2008).  A literature review of neck pain associated with computer use: Public health implications . Journal of the Canadian Chiropractic Association, 52(3), 161–167.

· Greenblatt, A. (2010).  Impact of the Internet on thinking . CQ Researcher 20(33), 773–796.

· Hurlburt, G. F. (2012).  Web 2.0 social media: A commercialization conundrum . IT Professional, 14(6), 6–8.

· Ip, W. (2012). Ergonomics in a changing world. Industrial Engineer, 44(11), 40–44.

· Leung, L, & Lee, P. S. N. (2012).  Impact of Internet literacy, Internet addiction symptoms, and Internet activities on academic performance . (2012). Social Science Computer Review, 30(4), 403–418.

· LeNoue, M., Hall, T., & Eighmy, M. A. (2011).  Adult education and the social media revolution . Adult Learning, 22(2), 4–12.

· Null, C. (2013).  The 21 worst tech habits, and how to break them . PC World, 31(6), 58–67.

· Ponsioen, A., ten Brink, E., van der Oord, S., Dovis, S., & Prins, P. J. M. (2010).  Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD?  Cyberpsychology, Behavior, and Social Networking, 14(3), 115–122.

· Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012).  "Me and my computer": Emotional factors in online learning . Nursing Education Perspectives, 33(2), 100–105.

· Reynolds, J., & Xun, J. (2010).  Applying netnography to market research: The case of the online forum .Journal of Targeting, Measurement and Analysis for Marketing, 18(1), 17–31.

· Seiver, J. G., & Troja, A. (2014).  Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery . Distance Education, 35(1), 90–105.

· Wiederhold, B. K. (2012).  Social media is shifting power from advertisers to consumers . Cyberpsychology, Behavior, and Social Networking, 15(11), 577–578.

· Zembylas, M., Theodorou, M., & Pavlakis, A. (2008).  The role of emotions in the experience of online learning: Challenges and opportunities . Educational Media International, 45(2), 107–117.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the  PSYC-FP4210 – Cyberpsychology Library Guide  to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

· American Psychological Association  (APA). (2014). Retrieved from http://www.apa.org

· Pew Research. (2014).  Internet Project . Retrieved from http://www.pewinternet.org/

· ResearchGate . (2014). Retrieved from http://www.researchgate.net

· Kirkorian, H. L., Wartella, E. A., & Anderson, D. R. (2008).  Media and young children's learning . Children and Electronic Media, 18(1), 39–61.

· Occupational Safety and Health Administration. (2014).  Safety and health topics: Ergonomics . Retrieved from https://www.osha.gov/SLTC/ergonomics/identifyprobs.html

· Schmidt, M. E., & Vandewater, E. A. (2008).  Media and attention, cognition, and school achievement .Children and Electronic Media, 18(1), 63–85.

· Smith, A., Rainie, L., & Zickuhr, K. (2011).  College students and technology . Retrieved from http://www.pewinternet.org/2011/07/19/college-students-and-technology/

· Assessment Instructions

Preparation

Step 1: Select a Topic

Considering what you have learned about the field of cyberpsychology, choose one of these topics that especially interests you or that pertains to your current job or future career:

· Activism.

· Addiction.

· Art.

· Artificial intelligence.

· Augmented reality.

· Big data.

· Blogging or microblogging.

· Cloud computing.

· Cloud forensics.

· Cyberbullying.

· Cyberdefense.

· Cyberhate.

· Cyberporn.

· Cyberstalking.

· Cybertherapy.

· Criminal networks.

· Digital divide.

· E-commerce or consumer behavior.

· Embedded computation.

· Enterprise architecture.

· Enterprise analytics.

· Education.

· Energy efficiency.

· Entrepreneurs.

· Ergonomic issues.

· Fundraising.

· Hackers.

· Health care.

· H–CI (Human–computer interface).

· Individual differences.

· Influence and persuasion.

· Internet addiction.

· Media.

· Mobile technology.

· National security.

· Online learning or virtual high school.

· Physiological interaction.

· Privacy.

· Product development.

· Real-time analytics.

· Robots.

· Security.

· Self-disclosure.

· Shadow IT.

· Social networking.

· Support groups.

· Tracking.

· User customization.

· Virtual gaming.

Step 2: Identify Unanswered Problems/Issues

· Research the scholarly literature and reliable media to identify unanswered problems or issues related to a specific issue or problem (from the list above) in a career field.

Note the following: References should be mostly scholarly in nature. In other words, you should direct your research to professional psychology journals and texts, and current articles from the media (for example, articles from PewResearch, professional journals, and respected media).

· The library guide for this course will help you locate appropriate sources.

· Wikipedia is not a reliable source of information for this purpose but may be useful for background information. Do not cite Wikipedia.

Directions

Complete each section of the Qualitative Research Proposal Template (linked in the Resources under the Required Resources heading) to complete your research proposal. If you are not familiar with writing a research question, below are some suggestions for writing a research question:

· Ask a primary (or main) question and, then, if necessary, follow with sub-questions that will lead to the primary question. For example, you may ask "How does social networking help people to feel connected?" Sub-questions may include, "What ways do people use social networking?" or "How is connectedness measured?"

· Recognize your own biases as you ask your question. For example, you may believe that social networking is a waste of time, but you should ask your question in a neutral manner. For example, "What does the research show about the psychosocial impact of social networking?" is a neutral question. "Why is social networking?" is not a neutral question.

· Use question words to guide your work: How? What? Why? Where? When? With whom?

· Ensure your question is answerable by consulting research sources (such as the Internet and the Capella library).

Additional Requirements

· Written communication: Ensure written communication is free of errors that detract from the overall message.

· Formatting: Format references according to current APA style and formatting guidelines. Use Microsoft Word.

· Number of resources: Include a minimum of five scholarly references.

· Font and font size: Use Times New Roman, 12-point font.