Course Syllabus

Cyberpsychology Lab

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Semester & Location:

Spring 2023 - DIS Copenhagen

Type & Credits:

Elective Course - 3 credits

Major Disciplines:

Pre-Medicine / Health ScienceSociology

Prerequisite(s):

One psychology course at university level

Corequisite Course(s):

Cyberpsychology

Faculty Members:

Veronika Leonova (current students please use the Canvas Inbox)

Program Contact:

psy.cns@dis.dk 

Time & Place:

Tuesdays & Fridays, 11.40-14.35

Classroom: TBA

 

Course Description

Prerequisites: A course in psychology at university level.

Corequisites: Enrollment Cyberpsychology Core Class

The objective of the Cyberlab course is to provide students with research experience in the field of Cyberpsychology. This lab will explore a range of topics, such as Social Media and its effects on mental health, online Self-presentation, relationships and communities, cyberbullying and others. To understand research design, we will assess the use of online experiments, surveys, interviews and other research methods. 

The laboratory course is designed to correspond with major lecture topics in Cyberpsychology (core course). Students are required to be concurrently enrolled in Cyberpsychology. The lab will emphasize research implementation. The laboratory course is composed of both lectures and supervision work.

The lecture portion of the course establishes a foundation for understanding methodology onto which research design is built. The supervision portion of the course provides an opportunity to learn through a “hands-on” approach by implementing the studies.

The course will help students develop proficiency with implementing research studies, using statistical software, writing reports, and establishing familiarity with research techniques unique to Cyberpsychology. Students will gain experience in creating, interpreting, and communicating about empirical psychological research designs.

Learning Objectives

By the end of this course, students will:

  • Learn and be able to critically analyze the main research methods employed in the field of Cyberpsychology
  • Discuss strengths and weakness of different research designs
  • Conduct a literature review on a selected research topic and formulate a research question
  • Design and carry out a small-scale experimental study/survey to explore the research question
  • Choose the proper statistical framework for the analysis of an experimental study and conduct the analysis
  • Adequately present, and discuss own research data
  • Acknowledge the ethical principles at the basis of psychological research
  • Understand and discuss specific ethical considerations that exist in Cyberpsychology with online data collection and implications at stake within this research field
  • Communicate research by presenting in class, creating a poster for the showcase, and/or writing articles

Faculty

Veronika Leonova

M.A. in Clinical Psychology (Lomonosov Moscow State University, 2011). Jungian Analytical Psychotherapy education (Moscow Association for Analytical Psychology, 2012). Worked as a clinical psychologist in various institutions and taught as an external lecturer at “The Higher School of Psychology” in Psychoanalysis and Developmental Psychology. In Denmark since 2015. I work with children, adolescents and adults, conducting individual and group therapy in private practice. With DIS since 2017.

 

Readings

  1. Articles and other media on Canvas:
  1. Attrill-Smith, Alison and others (eds), The Oxford Handbook of Cyberpsychology, Oxford Library of Psychology (2019; online edn, Oxford Academic, 7 June 2018) – Selected Chapters available on Canvas
  2. Chen, B., Sun, Y., & Li, J. (2019). The influence of social media on international students' intercultural adaptation. Journal of International Students, 9(3), 857-879. doi: 10.32674/jis.v9i3.1006
  3. Howard, Matt & Jayne, Bradley. (2015). An Analysis of More Than 1,400 Articles, 900 Scales, and 17 Years of Research: The State of Scales in Cyberpsychology, Behavior, and Social Networking. Cyberpsychology, behavior and social networking. 18. 181-187. 10.1089/cyber.2014.0418.
  4. Johnson, Genevieve & Kulpa, Anastasia. (2008). Dimensions of Online Behavior: Toward a User Typology. Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society. 10. 773-9.
  5. Kirwan, Gráinne, Connolly, Irene, Barton, Hannah, & Palmer, Marion (2016) An introduction to Cyberpsychology (selected chapters available on Canvas)
  6. Kirschner, P. A., & Karpinski, A. C. (2018). Social media use and social connectedness in adolescents: The positives and the potential pitfalls. Journal A10.1080/15374416.2016.1228559
  7. Krieger, M. A., Krieger, J. L., & Jansen, I. E. (2017). Online social support and mental health: A meta-analysis. Journal of Technology in Human Services, 35(2), 88-107. doi: 10.1080/15228835.2017.1314436
  8. Kuss, D. J., & Griffiths, M. D. (2017). The dark side of social media: Psychological, managerial, and societal perspectives. Routledge.
  9. Lee, J., Sung, Y., Lee, J., & Kim, E. (2018). The relationship between smartphone use and cognitive functioning in young adults. Journal of Applied Social Psychology, 48(11), 625-635. doi: 10.1111/jasp.12511
  10. Levy, Y., & Hashimshony-Yaffe, N. (2016). The privacy paradox: Investigating the privacy behaviors of social network users. Journal of Computer-Mediated Communication, 21(3), 1-16. doi: 10.1111/jcc4.12147
  11. Li, X., Liang, Y., & Lei, X. (2019). Predictors of problematic internet use among US college students. Addictive Behaviors, 90, 224-230. doi: 10.1016/j.addbeh.2018.11.045
  12. Rosen, L. D., Whaling, K., Rab, S., Carrier, L. M., & Cheever, N. A. (2013). The social media disorder scale. Journal of the International Society for Telemedicine and EHealth, 1, 1-10.
  13. Williams, J. (2018). Stand Out of Our Light: Freedom and Resistance in the Attention Economy. Cambridge University Press. - Selected chapters
  14. Young, K. S. (2011). Internet addiction: A brief summary of research and practice. Current Psychiatry Reviews, 7(3), 147-152. doi: 10.2174/157340011798011612
  1. Required Readings on Your own Selection

Students will select 200 pages of additional literature to be read during the course and used to formulate the research question and write literature review.

 

Approach to Teaching

I focus on creating an open and challenging learning environment, where there’s room for questions, discussions and group work. It is important for me to motivate and inspire my students to develop their own critical thinking skills by engaging them in the learning process as active collaborators. In class I expect you to be present, ask questions and participate in discussions.

In the lab environment you are at the center of the learning process, which means you have the agency in creating and carrying out your own research. Class work will consist of supervision, peer-feedback meetings and lectures.

You can always ask me additional questions before and after class or via e-mail, which I ‘ll do my best to answer within 48 hours.

 

Expectations of the Students

As a student, you are expected to participate actively during class. It is also highly important that you read the articles and other material given to you before every class. Apart from asking questions, participating in discussions and offering critical reflections on the topics, students are expected to consider how their contributions affect the overall work climate in class. Main expectations outline:

  1. Attend all classes. Missing classes without a legitimate excuse will result in a lower final grade.
  2. Be punctual and hand in assignments on time.
  3. Complete all readings prior to class.
  4. Note-taking: please bring a notebook and pen to class for taking notes, and only use laptops when instructed for specific activities.
  5. Please turn your smartphone off and resist the urge to check it.

Evaluation

A number of diverse tasks will be given throughout the semester to address learning objectives. Emphasis will be on engaged participation, and may include individual and/or group based written/oral tasks. Projects may be given that will explore topics experientially.

To be eligible for a passing grade in this class you must complete all of the assigned work.

Grading

Assignment

How evaluated

Percentage of Grade

Participation and Attendance

Individual

20%

Literature review and hypothesis formulation

Group based

10%

Research timeline and Progress reports

Group based

3 X 10% = 30%

Final Manuscript

Group based

30%

Presentations and showcase

Group based

10%

Total

 

100%

 

Participation (20%):

Since class and laboratory participation are major components of the course, you will need to be present and actively participating to receive full credit. Class participation means you:

  • critically evaluate research designs and hypotheses at peer-review sessions
  • take initiative in planning experimental and/or survey material
  • show understanding of the readings – with the ability to verbalize your own considerations/conclusions
  • run data collection in a timely manner in order to complete the research project
  • discuss implications in regards to practical application and/or future research considerations

Literature review and hypothesis formulation (10%)

After initial choice of topic, the group works together on conducting a comprehensive literature review. Students are expected to identify relevant research studies, critically analyze their methods and results, and synthesize the findings in a coherent and organized manner. The literature review should provide a clear overview of the current state of knowledge on the topic and highlight any gaps or inconsistencies in the existing research.

Based on these findings students will formulate a testable hypothesis grounded in the theoretical framework of the field, and supported by empirical evidence from previous research studies.

 

Research timeline and Progress reports (30%)

The group creates and submits a detailed timeline of your research project that includes all the major milestones and deadlines. The timeline should be broken down into smaller, manageable tasks with specific due dates.

You will also be required to submit regular progress reports throughout the semester. These progress reports should detail the work you have completed so far, any challenges or obstacles you have faced, and your plans for moving forward. Progress reports are bundled with any relevant documents or products that may highlight the research process, i.e. minds maps, flow charts, drafts for questionnaires, finished questionnaires etc. and should be concise, but detailed.

Each group member will clearly report working hours and delineate their own contribution to the whole for individual grade.

 

Manuscript (30%)

Using the lay out and content of an academic publication the paper will – in brief - present the applied methods and their application, but mainly focus on the initial research question and the data that relates to the motived hypothesis. It will present findings and offer critical discussion and reflection on the actual findings. You are required to submit the first draft of Introduction for demonstrating your comprehension of the study, and edit it based on feedback. 

 

In-class Presentation and Showcase (10%)

All groups are required to create a 15 minutes presentation in order to communicate your study in class. You will be expected to participate in class presentations both as a presenter and questioner.

Participation in DIS showcase is an optional addition to this assignment that will earn you extra credit: it provides you with an opportunity to share your research with faculty and other students. You may present a poster at the DIS Showcase, highlighting specifically interesting findings, key quotes and research design considerations and answer questions from the audience.

To be eligible for a passing grade in this class all of the assigned work must be completed. Detailed assignment descriptions and/or rubrics will be made available on Assignments on Canvas and/or in class. 

 

Policies

You are expected to attend all classes. If you must miss a class for religious holidays, medical reasons, or other valid reasons, you must let us know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with us as soon as possible and arrange to make up the work missed.

Academic Honesty

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.   

Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

Policy on late papers: Late papers will be accepted for up to 3 days after the deadline, but the grade for the paper will be reduced.

Policy for students who arrive late to class: Come in quietly :) Students who are repeatedly late for class will receive a lower participation grade.

Use of laptops or phones in class: please bring a notebook and pen to class for taking notes, and only use laptops when instructed for specific activities. Please turn your smartphone off. 

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

Course Summary:

Date Details Due