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Abstract

This paper examines the complexities of working with student researchers in a virtual lab setting, logistics, and methods to resolve issues. To demonstrate the feasibility of a virtual lab, a mixed method study consisting of quantitative surveys and qualitative data, examined changes in doctoral students’ confidence as measured by research outcome expectations and changes in a self-assessment of research knowledge and skills test in a three quarter virtual psychology research lab. In the lab, 10 doctoral students conducted a faculty-designed project, analyzed data, and co-wrote a literature review. Findings indicate lab students’ research knowledge and research outcome expectations improved significantly over non-lab comparison students. Student journals provided qualitative evidence of the student experience in a virtual research lab. Students reported individual growth, self-learning, and appreciating the shared group experience with a common goal. Students related that the application of skills learned in classes to a research setting was more difficult than anticipated.

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