Psychology student Monique Roberts shares her Collaborative Online International Learning experience
University of Guelph-Humber (U of GH) Psychology students are participating in an innovative global learning activity over two semesters – a Collaborative Online International Learning (COIL). This is a global learning opportunity where students work in virtual teams to solve a problem with learners from around the world, teaching students how to work across different time zones, with others from different cultures.
Fourth-year Psychology student Monique Roberts is participating in a psychology COIL alongside students from Texas A&M University in the U.S. and the University of Nottingham in the U.K. This opportunity came through coursework involving independent study, in addition to working on her thesis.
Here’s what she had to say about her fulfilling educational experience:
Q: Tell me about what you’re researching for this COIL project in your independent study?
A: For the COIL project, I am researching how people understand and think about memory, not just from a scientific point of view, but also in cultural, social, and emotional terms. Our study focuses on how members of the public interpret memory-related technologies when they are shown in fictional media, like Black Mirror, Severance, or Eternal Sunshine of the Spotless Mind. These stories imagine technologies that can replay, erase, or even share memories, and we want to know how people respond to those ideas. Do they think they are realistic? Ethical? Desirable? The interesting aspect about this project is about how science and storytelling shape the way we think about something as personal and essential as memory.
Q: What is the length of the COIL project?
A: The project takes place over two semesters. In the fall, our focus has been on building a strong foundation as well as data collection – gathering and reviewing current research, practicing the interview protocol and techniques, and ongoing data collection with participants. It has been a great opportunity to apply what I, as well as my research peers, have learned during our time at Guelph-Humber to a real, collaborative research setting.
Q: What type of preparation was involved to conduct it?
A: A lot of thoughtful preparation went into this project before we ever started interviewing participants. We began by conducting a detailed literature review on memory across disciplines, from cognitive psychology and neuroscience to philosophy and cultural studies. This helped us understand how researchers define memory and how those definitions compare to public perceptions. We also went over research ethics, informed consent, and proper data handling. My U of GH research peers and I were paired with two students from the international sites, one from Texas A&M University and one from the University of Nottingham, which has allowed us to exchange ideas and approach our research questions from a wider, more global perspective. We then practiced conducting semi-structured interviews using a shared interview protocol, which really helped us refine our communication skills and develop confidence in data collection.
Q: What’s it like collaborating with others from institutions far away, logistically and culturally?
A: It has been one of the more rewarding and memorable parts of this experience. Working with students and professors from the University of Nottingham in the U.K. and Texas A&M University in the U.S. has been eye-opening. Everyone brings their own academic background, cultural perspectives, and way of thinking about psychology and memory, which makes our discussions quite dynamic. Aside from a few scheduling challenges and the occasional time-zone mix-up, my cross-site group members have worked together remarkably well, and the experience has so far been both collaborative and inspiring. What stands out most to me is how much I have learned just from hearing how other students approach the same research questions from their own cultural lens, or even their perspectives on interviewing techniques and data collection; it shows how valuable collaboration is.
Q: What has been your biggest challenge during the COIL project and how did you overcome it?
A: One of the main challenges has been managing the many components of the project; preparing for interviews, coordinating schedules, and keeping up with the course assignments that accompany the research. There is a lot of attention to detail involved. I have learned to manage this by staying organized, communicating openly with my team, and collaborating closely with my team to problem-solve. Through this, I further understand that research is rarely a straight line, it is a process that requires patience, accuracy, flexibility, and teamwork.
Q: What aspect of this COIL project is most interesting to you?
A: I’m most intrigued by how fiction and psychology overlap. The way people react to fictional technologies says a lot about what they believe memory actually is. Many people still think of memory as a rigid kind of “mental recording,” when in reality, research shows it’s far more reconstructive and influenced by emotion, culture, and context. The fact that this study is mainly about seeing those differences between scientific understanding and everyday belief is really compelling. I also love that this project gives people space to reflect on their own experiences and assumptions about memory. So, I would definitely say that the aspect of studying people, their perspectives (on the fictional memory technologies), and the meanings they attach to those perspectives would be the most interesting to me.
Q: You travelled to the U.K. this past summer on a Guelph-Humber Psychology field study course, visiting the University of Nottingham to attend lectures and view hands-on demonstrations by the School of Psychology Faculty. How have you applied what you learned about the study of psychology and cross-cultural collaboration to this COIL project to make it a success?
A: My experience in the U.K. this past summer prepared me for the COIL project. At the University of Nottingham, I took part in hands-on neurotechnology workshops led by Dr. Christopher Madan, who also co-leads our COIL research. Working with technologies used to study cognition helped me connect theory to practice and deepened my curiosity about how tools like these can advance psychological research. I also attended the joint meeting of Experimental Psychology Society (EPS) and the Canadian Society for Brain, Behaviour, and Cognitive Science (CSBBCS) in Dundee, Scotland, where I saw international collaboration and innovation in action. Those experiences made the transition into an international project like COIL feel natural and inspired me to bring that same collaborative mindset to my own research, deepening my appreciation for psychology as a globally connected and constantly evolving field.
Q: How do you feel this learning experience will prepare you for work beyond university?
A: This project has helped me apply my skills in collaboration, critical thinking, and applying psychological research to real-world questions. I have been able to further my interpersonal competence through communicating ideas clearly, working across cultures, and staying adaptable when things change; all competencies that translate far beyond just academia. Most importantly, it has deepened my understanding of how psychology connects to everyday life in ways that are both practical and embedded in human behaviour. It has definitely inspired me to keep exploring that connection in my graduate studies.
Explore the study of behaviour in Guelph-Humber’s Psychology program. Learn more here.