This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their 'virtualness', and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students' emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently underresearched facet of online learning.
The expression 'student success' has gained traction in the university sector and has been applied to various aspects of the higher education (HE) learning trajectory. Yet, 'success' is an amorphous term that means distinctive things to various stakeholders in any educational undertaking. When the literature on this field is examined, it is surprising that the ways in which students themselves articulate success within the university have rarely been explored in qualitative depth. This article details a study that applies the Capabilities Approach to understand how individual learners reflected upon success and how understandings of this concept might be used to enrich and inform the HE environment. The participants were all first in their families to come to university and approaching completion of their degree studies. This article draws on surveys and interviews to discuss students' conceptions of 'being successful' in response to explicit questions on how they defined 'success' and whether they personally regarded themselves as successful in their student role. The deeply embodied ways students referred to success, often contextualised to their particular biographies and social realities, can inform how institutions better engage and support first-in-family students.
Abstract2018 Elsevier Inc. This article combines a sociocultural model of classroom talk with a linguistically-oriented model (systemic functional linguistics) to explore what characterizes effective asynchronous online discussion in higher education (HE). While the benefits of discussion are commonly accepted in face-to-face learning, engaging students in effective asynchronous discussion can often be 'hit or miss' due in part to the shift to interacting asynchronously. This hybrid mode of spoken-like/written-like communication demands skills which are rarely made explicit, often with the assumption that students (and lecturers) are proficient. The combined framework presented here enabled macro-and micro-understandings of discussion forums through an array of resources in the SFL model and the talk type descriptors to map linguistic features of knowledge constructing talk in an Australian postgraduate HE context. The notion of 'listening' (or attending to others) is proposed as a crucial condition for whether discussion progresses beyond simply 'posting'. Consequently, this article provides much needed insight into the murky space of asynchronous discussion forums. Disciplines Arts and Humanities | Social and Behavioral SciencesPublication Details . Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion. Linguistics and Education, This journal article is available at Research Online: http://ro.uow.edu.au/asdpapers/680 PRE-PRINT COPY Delahunty J. 2018. Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion. Linguistics and Education, Vol. 56, pp 12-22. https://doi.org/10.1016/j.linged.2018.05.003 Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion Janine Delahunty, University of Wollongong AbstractThis article combines a sociocultural model of classroom talk with a linguistically-oriented model (systemic functional linguistics) to explore what characterizes effective asynchronous online discussion in higher education (HE). While the benefits of discussion are commonly accepted in face-to-face learning, engaging students in effective asynchronous discussion can often be 'hit or miss', due in part to the shift to interacting asynchronously. This hybrid mode of spokenlike/written-like communication demands skills which are rarely made explicit, often with the assumption that students (and lecturers) are proficient. The combined framework presented here enabled macro-and micro-understandings of discussion forums through an array of resources in the SFL model and the talk type descriptors to map linguistic features of knowledge constructing talk in an Australian postgraduate HE context. The notion of 'listening' (or attending to others) is proposed as a crucial condition for whether discussion progresses beyond simply 'posting'. Consequently, this article provides much needed insight into the murky space of asynchronous discussion forums.Keywords: asynchronous discussion; co-constructing knowledge;...
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