the advancement of research methodologies in general. As an example, as noted by Leach, Kalinowski, Onwuegbuzie, and Leamons (in press), with very few exceptions (e.g., medical research), researchers representing many fields and disciplines still rely on printed consent forms to document participants’ informed consent, instead of using online, or electronic, informed consent systems that “have the potential to help with logistical problems and possibly increase the consent rates among research studies because they are often more convenient to administer, to complete, and to submit” (p. xx).
Therefore, when I was asked to write the foreword for this book, I became very excited because it meant that I would get the opportunity to read a book that was much needed before it was released to the general public. And after reading it the first time, I was immediately able to declare unequivocally that this book delivered extremely effectively what the title promised! Now, I am a big fan of the most popular professional sport played in the United States, namely, the National Football League (NFL), being extremely fortunate to have attended Super Bowl XLVII between the San Francisco 49ers (my favorite team) and the Baltimore Ravens in New Orleans in 2013 (Yes, research methodologists do have a life!). Interestingly, a few weeks before I wrote this foreword, during halftime of a football game that occurred on a Monday night, while waiting for the teams to begin the second half, I decided to spend a few moments to read causally the Introduction chapter of this book. However, after reading this chapter, I found myself not being able to put the book down. Subsequently, I ignored completely the whole second half of the football game (which turned out to be an excellent game from the highlights that I watched later) and, instead, ended up reading the book from cover to cover. Those who know me would be surprised that I would give up a whole half of an NFL game to read any book—let alone a research methodology textbook—in its entirety and giving 100-percent attention to the task, at a time when I did not have to read it. As someone who has taught research methodology courses for more than two decades (Yes, this demonstrates how old I am!), I love reading about research methodology; however, I love football even more. And so my unconscious decision to read this book instead of watching the football game is a testament to how captivating the book is.
Throughout the book, the authors effectively explain, describe, analyze, apply, evaluate, synthesize, modify, support, refute, and extend many issues relevant to the emerging dialogue on online research in general and online qualitative research in particular. The importance of the information that they provide in their book cannot be understated, bearing in mind the aforementioned significant increase in the use of Web 2.0 tools worldwide and the corresponding lack of recent publications on online research methodologies.
Each of the eight chapters begins with guiding questions that motivate readers to think critically from the onset. Similarly, the questions at the end of each chapter help readers to reflect back on the information provided in that chapter as well as help them to situate the discussion within their own research. I particularly like what the authors call spotlight boxes, which reside at strategic places within each chapter and showcase an array of research studies by summarizing the methodologies, methods, frameworks, tools, concepts, findings, and/or meaning making that were described by the researchers.
A perusal of their reference list makes it quickly obvious that these authors respectfully stand on the shoulder of methodological, theoretical, and conceptual giants—building on their classic works. Further, each chapter is beautifully written using an appropriate combination of old, emerging, and new terminology related to both methods and online spaces. And, despite the fact that this book involves the work of four authors, it is presented in a seamless way wherein each chapter connects to both the chapters before and those that follow.
In a book wherein every chapter makes an important contribution to the dialogue on conducting research in online spaces, the chapter on ethical research is particularly noteworthy. Among the array of excellent information provided in this chapter, the authors provide thoughtful recommendations for obtaining approval from ethics review boards. It is clear that driving their discussion throughout this chapter is the importance of researchers maximizing non-maleficence (i.e., not causing harm to others); beneficence (i.e., working for the benefit of others); (social) justice (i.e., making decisions based on universal principles and rules, in an impartial and warranted manner in an attempt to guarantee fair and equitable treatment of all people), and fidelity (i.e., demonstrating loyalty, faithfulness, and commitment), as well as professional competence (i.e., recognizing limitations and undertaking tasks within the researcher’s set of skills and knowledge of the topic explored and the results reported); integrity (i.e., being fair, honest, and respectful of others’ data and representing their data appropriately); scholarly responsibility (i.e., adhering to best practices through documentation [i.e., leaving an audit trail] and reflecting on the methodological choices made); social responsibility (i.e., applying awareness of the social dimensions of the underling topic); and respecting rights, dignity, and diversity (i.e., striving to eliminate bias for misrepresenting others’ data and not discriminating participants based on their exceptionalities) (cf. Onwuegbuzie & Frels, 2016)—the sum of which provide a pathway for researchers to be meta-ethical, which implies adherence to virtue ethics (i.e., referring to the character of the researcher as the impetus for ethical behavior, as opposed to focusing on rules) and pragmatic ethics (i.e., using the standards set by communities under the assumption that communities are progressing morally in line with the progression of scientific knowledge).
I close by commending the authors for writing such a visionary methodological primer that is both reader-friendly and far-reaching. Indubitably, these authors move forward the conversation on conducting qualitative research of learning in online spaces in an appropriate direction and pace. In so doing, they will help researchers “to pursue understanding of those opportunities and challenge existing barriers that prevent us (scholars, teachers, administrators, students, and families) from taking a step toward discovery” (Greenhow et al., 2009, p. 256). Simply put, this unique book provides a much-needed guide to help researchers consider their methods, tools, roles, affect, positionality, and, above all, humanness in the qualitative research process pertaining to the study of learning in online spaces. This seminal book begins to fill a void such that it will make a significant contribution to both the research methodology and online literatures. The biggest endorsement that I can give the book is that I intend to use it in my own research methodology courses because it provides a framework for helping researchers conduct research in the moment—specifically, the Methodological Innovation moment.
Anthony J. Onwuegbuzie
Sam Houston State University
References
Bremaud, J. (2013, May 9). Bedouins sitting around the fire listening to mobile phones [video file]. Retrieved from https://www.youtube.com/watch?v=RmhIKeiUd8A
Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Sage handbook of qualitative research (4th ed., pp. 1-25). Thousand Oaks, CA: Sage.
DiNucci, D. (1999). Fragmented future. Print, 53(4), 32, 221–222.
Fielding, N. G., & Lee, R. M. (2008). The Sage handbook of online research methods. Thousand Oaks, CA: Sage.
Greenhow, C. M., Robelia, E., & Hughes, J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38, 246–259. doi:10.3102/0013189X09336671
Leach, L. F., Kalinowski, K. E., Onwuegbuzie, A. J., & Leamons, C. G. (in press). Investigating the efficacy of a basic online informed consent system in educational research. International Journal of Multiple Research Approaches.
Onwuegbuzie, A. J. (2003). Effect sizes in qualitative research: A prolegomenon. Quality
