This paper reports a phenomenographic investigation into students' experiences of learning through discussion -both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the teacher had designed discussion tasks to begin in F2F mode and to continue online. A combination of open-ended questionnaires and semi-structured interviews was used to investigate students' conceptions of what they were learning, their intentions and their approaches to learning through discussion. Analysis of the interview and open-ended questionnaire data identified a number of qualitatively different conceptions, intentions and approaches to learning through discussion. Associations were found between what students thought they were learning through discussions, their approaches to learning through discussion and their course grade. Students with a cohesive conception and students adopting a deep approach (to learning through online discussion) got better course grades. There was no significant difference between deep and surface approaches to F2F discussion and course grade. The outcomes of this study have implications for the design of online and F2F discussion tasks and in particular for helping students adopt richer conceptions of what they stand to gain through discussion.

This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued for some time after online. This study used closed-ended questionnaires to investigate what students thought they were learning through discussions (their concepts), and how they engaged in the discussions face-to-face and online (their approaches). Significant associations were found among students' concepts of discussions, approaches and levels of achievement. The results suggest that students who do not understand how discussions can help them to interrogate, reflect on and revise their ideas tended not to approach either face-to-face or online discussions in ways likely to improve their understanding or their levels of achievement. This type of insight is critical for teacher/designers wishing to create university experiences in which discussion is used to promote learning.

This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued for some time after online. This study used closed-ended questionnaires to investigate what students thought they were learning through discussions (their concepts), and how they engaged in the discussions face-to-face and online (their approaches). Significant associations were found among students' concepts of discussions, approaches and levels of achievement. The results suggest that students who do not understand how discussions can help them to interrogate, reflect on and revise their ideas tended not to approach either face-to-face or online discussions in ways likely to improve their understanding or their levels of achievement. This type of insight is critical for teacher/designers wishing to create university experiences in which discussion is used to promote learning.

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The objective of this study was to determine the effect of replacing a mixture of canola meal and barley grain in the diet with (low and high oil) corn dried distillers’ grains with solubles (DDGS) or wheat DDGS on rumen fermentation, feed intake, growth performance and carcass traits in lambs. Seventy Canadian Arcott lambs (24.7 ± 3.21 kg) were used in a completely randomised block design over a 14-week trial. Experimental diets were provided ad libitum as pelleted total mixed rations. In the treatment diets, canola meal and barley grain were replaced with 200 g/kg of dietary DM of either high oil corn DDGS, low oil corn DDGS or wheat DDGS. A positive control diet was added to match the lipid content of 39 g/kg DM of the high oil corn DDGS diet. An in vitro rumen digestibility trial was conducted using ruminal fluid obtained from three non-lactating Holstein dairy cows. Rumen contents were also collected from each lamb at the time of slaughter for testing in vivo rumen fermentation. Data from both the in vivo and in vitro results were analysed using the MIXED procedure of SAS. The in vitro incubations revealed both corn DDGS diets produced less microbial N and microbial DM than control and wheat DDGS diets; however, this difference was too minimal to affect growth performance. Similarly, there was no dietary effect on (P > 0.05) on in vivo ruminal fermentation or carcass characteristics (P ≥ 0.19) of the lambs. Lambs fed low oil corn DDGS had lower average daily gains (P < 0.03) than those fed either high oil corn DDGS or wheat DDGS however they did not differ from those fed the control. This research demonstrated that replacing canola meal and portions of barley grain with 200 g/kg DM of either high oil corn DDGS, low oil corn DDGS or wheat DDGS in finishing lamb ratios could effectively maintain healthy rumen function, growth performance and carcass characteristics.