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The advent of online platforms such as Amazon’s Mechanical Turk (MTurk) has expanded considerably researchers’ options for collecting research data. Many researchers, however, express understandable skepticism of the viability of using platforms such as MTurk. In this article, we provide a background on the use of MTurk as a mechanism for collecting research data. We then review what is currently known about the advantages and issues associated with using MTurk and highlight important areas for future research. We conclude by discussing implications of the use of crowdsourcing platforms such as MTurk for education research.

The findings of this study are supported by previous research documenting the relations between executive function and self-regulated learning, and extend prior research by examining the manner in which executive function and self-regulated learning are linked. The findings provide initial support for executive functions as key processes, mediated by metacognition, that predict self-regulated learning. Implications for the contribution of executive functions to self-regulated learning are discussed.

The current study presented an initial evaluation, following Year 1, of a National Science Foundation (NSF) sponsored Research Experience for Undergraduates (REU) program in chemical engineering conducted at a large Mid-Atlantic research university. A methodology for evaluating student outcomes from undergraduate research experiences was also proposed. Evaluation of the REU program relied upon an extensive assessment methodology, utilizing preand post-survey measures of research and scientific-based experiences and skills as well as indepth student and faculty mentor interviews of REU experiences, gains, and perceived benefits. Participants (n = 21; 25% female; 42% underrepresented minority status) evidenced significant gains in broad research experience and specific research-based skills and experiences after completing the REU program. Specific production metrics, ratings of research experiences, as well as initial graduate school plans and outcomes, were also obtained. Results indicated involvement in presentations and publications as well as moderate to high ratings of core REU experiences.A key finding from the study is the clarifying role the REU program played in facilitating students' graduate school plans; results support REU programs as a refining experience rather than a prompting experience for graduate school outcomes. Qualitative analysis of student interview data revealed a perceived significant benefit of working collaboratively with other students while engaged in the research experience and an increased and improved understanding of the nature of research. Qualitative analysis of faculty mentor interview data corroborated the perceived benefits of student pairing and research collaboration, and also noted the ability of student pairing to facilitate student work and time management. Despite high ratings of core REU program elements, students expressed a desire for more time working with and under the advisement of faculty mentors. Across students and faculty mentors, suggestion was made for the inclusion of additional social and related events and programs to further facilitate research collaboration and integration during the program. Limitations, recommendations for improvement of the REU program and for future evaluation of the REU, and implications for institutions interested in implementing REU programs are discussed.

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