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Reflections during a global pandemic: Co-creation of research with student partners in a digital environment

This reflective paper documents the experiences of two students completing a psychology placement for course credit as well as that of staff from the organization they worked at. The students worked together at the same organization during their semester-long placement, which took place during the Winter 2020 term and overlapped with the onset of the COVID-19 pandemic in Ontario, Canada. The partner organization, Teaching and Learning Research in Action (TLR), is a not-for-profit corporation that focuses on effective pedagogy, and the students worked on a study about student wellness and critical reflection. While meetings between the students and staff were initially held in person, approximately midway through the placement all meetings were held via teleconference. This paper includes autoethnographic reflections from the team. Its purpose is to shine a critical lens on whether and how student partnerships can be fostered in a virtual research lab. The virtual classroom can produce effective and enjoyable learning experiences for students (Darby & Lang, 2019), but it can also serve as a barrier to their learning (Bayne et al., 2020). This could analogously extend to learning that takes place in a research lab. Given the scope of this reflective paper, we focus on the following themes: co-creation of research in a digital environment and perceived power dynamics in student-faculty