Start the first class by asking students to check their answers to the questions on pages 3 and 4 about their use of and attitudes toward the Internet. Tally their responses to each question on a real or virtual blackboard and ask them to explain their answers. Discuss the extent of variation between students. What does it mean? How can the extent of agreement be summarized? What additional questions would help to figure out why student experiences and attitudes differ?
Now ask students to look through the chapter and report any additional information about Internet use and attitudes. Have new facts changed their opinions and beliefs? Why or why not?
After a review of the first day, the second class could begin with a discussion of the Research That Matters article summary on page 3. Were the researchers’ observations similar to students’ experiences in coffee shops? Have students discuss the other questions in the vignette.
When students have read the descriptions about different research approaches, focus their attention on the Research in the News vignette (p. 11). How could different “types of social research” be used to in response to the two questions on p. 11?
Another early class should include asking for student opinions about the research alternatives. Can you stimulate a mini-debate between students?
There are many other questions for class discussion as well as exercises to assign on pages 26-29.
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