Categorising Asynchronous Discussion Threads: Improving the Quality of Student Learning

My paper will focus on the generative potential of categorising asynchronous discussion threads as one strategy for improving the quality of students’ learning in a blended learning module. The approach to categorisation is based on social network analysis using intuitively simple descriptors of message posting patterns e.g. passive facilitator, dominant facilitator, unresponsive star and formulaic discussion. The intention is to produce descriptively vivid illustrative examples of the categories and to begin to suggest affordances of the different participation patterns. Looking forward to the beginning of the next module, it is anticipated that discussion during the module of approaches to participating in asynchronous discussion will contribute to effective engagement patterns and deeper learning.

Virtual Worlds for Learning

This chapter examines four papers that have been influential in the use of virtual worlds for learning, but also draws on a range of other research and literature in order to locate virtual world learning across the landscape of higher education. Whilst there is sometimes a misconception that research into learning in virtual worlds is very new, the field began to develop in the late 1990’s and has continued since then. Typical examples of the first iterations of virtual worlds include Second Life, Active Worlds, and Kaneva, which have been available for up to 20 years. The second generation is currently being developed, examples being High Fidelity and Project Sansar. The chapter reviews the literature in this field and suggests central themes that emerge are: Socialisation; Presence and immersion in virtual world learning; Learning collaboratively and Trajectories of participation