A critical discourse analysis of students' anonymous online postings

It is difficult to understand students’ social practices from artifacts of anonymous online postings. The analysis of text genres and discursive types of online postings has potential for enhancing teaching and learning experiences of students. This article focuses on analysis of students’ anonymous online postings using Critical Discourse Analysis (CDA). The article argues that social practices reproduce during online interaction and artifacts embody such reproduction. A study involving more than 300 commerce students at a higher education institution (HEI) using a special purpose anonymous online consultation tool, the Dynamic Frequently Asked Questions (DFAQ), and social practices embodied in the artifacts is analyzed using CDA. The analysis used the three dimensions of CDA—description (text genres), interpretation (discursive type), and explanation (social practice)—and insights into students’ social practices were inferred. The article concludes that CDA of anonymous postings provided insight into social practices of students and, in particular, highlighted the tension between perceptions of inflexibility of traditional teaching practices and student demands for flexible learning. Finally, CDA, as described in this article, could be useful in analyzing e-mail communications, short message service (SMS) interactions, Web blogs, and podcasts

Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education

The Online Student: Lurking, Chatting, Flaming and Joking

This paper looks at the use of online conference interaction as a part of a web-based distance-learning course. There has been much debate surrounding the potential of educational technology, particularly online conference interaction, to support teaching and learning yet little attention has been paid to student experiences and understandings of the online learning environment. Drawing on data from auto-ethnographic fieldwork the paper identifies 5 categories of participation in asynchronous online conferences: lurker participation, member participation, expert/experienced participation, flamer participation and joker participation. Through an exploration of these forms of participation the paper attempts to understand and illustrate the complexities and contradictions of situating conference interaction alongside the demands of study. The analysis highlights the role of online conferencing as a space for \'interaction work\' distinct and separated from existing repertoires of formal study. The paper concludes by suggesting that pedagogically successful use of conferences as part of distance learning needs to understand the challenges and demands of remediating existing practices of interaction and study.Distance Learning, Auto-Ethnography, Online Conferencing

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Reshaping dominant stories : a poststructuralist approach to online role play

Online role play is an increasingly popular teaching/learning technique in higher education (Wills & McDougall 2009) but there has been little research into ways a poststructuralist approach may be supported in this format. This paper describes two very different means of incorporating a poststructuralist approach into role plays in higher education to problematise dominant assumptions in the language and content of the subject matter. The first method was a series of interventions in a face-to-face role play in which medical students practised consultations with adolescent school students. The consultations were interrupted repeatedly with activities designed to interrogate assumptions and the school students acted as coaches to improve the medical students\u27 technique. Although this role play was performed face-to-face, some of its activities may be redeveloped to suit an online role-playing format. The second method was a feature of an online role play involving Middle-East politics and journalism students, in which daily online newspapers provided a reflecting and distorting mirror to the political events simulated by the politics students. Indications of ways in which the two methods produced changes in understanding were gathered using a mixture of qualitative and quantitative methods: questionnaires, focus groups, interviews, participant observation and analysis of online discussions and artefacts

Diversity, identity and belonging in e-learning communities: some theories and paradoxes Teaching in Higher Education

It is often assumed that online collaborative learning is inclusive of diversity. In this exploratory paper I challenge this notion by developing a theory which proposes that inclusion occurs through congruence between learners’ social identities and the identities implicitly supported through the interactions in a particular community. To build identity congruence, e-learning communities need spaces for both commonality and diversity and I present three paradoxes which underlie the aims of online learners and teachers to embrace diversity online. I illustrate these with some examples from online learning and teaching. The ability to ‘listen’ to each other online offers a way forward and the paper ends with some future possibilities about how we can ensure that e-learning communities benefit from diversity

Innovative learning in action (ILIA) issue five: Learning technologies in the curriculum

Consideration of the papers and snapshots in this edition of Innovative Learning in Action, focused on learning technology, will provide the reader with insights into a range of excellent and innovative approaches to the application of learning technologies to enhance learning both in the classroom and at a distance. It also provides us with examples of how learning technologies can both stimulate and support partnership with staff and students and collaborative learning and working. This edition is particularly timely given the aim of the University’s 2005-2008 Learning Technologies Implementation Plan (LTIP), which is to enhance the quality of, and access to, learning, teaching and assessment by supporting and developing the curriculum through the appropriate and effective use of learning technologies. The LTIP is designed to help us to reach a situation where the effective use of appropriate learning technologies becomes part of our normal teaching, research and enterprise activities, and enhances access to our programmes by all our students whether they are learning on campus, at a distance, or in the workplace. The emphasis at the University of Salford has consistently been on the identification and creative application of the appropriate blends of ICT and traditional methods, shaped by pedagogical, rather than technological drivers, and acknowledging and reflecting different academic contexts and professional and vocational requirements. We have some excellent examples of how this has been achieved here, ILIA once again providing us with an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration in a key area of curriculum development

Anonymity in Cyberspace: What Can We Learn from John Doe?

This Article examines the evolution of the law governing libel suits against anonymous “John Doe” defendants based on Internet speech. Between 1999 and 2009, courts crafted new First Amendment doctrines to protect Internet speakers from having their anonymity automatically stripped away upon the filing of a libel action. Courts also adapted existing First Amendment protections for hyperbole, satire, and other non-factual speech to protect the distinctive discourse of Internet message boards. Despite these positive developments, the current state of the law is unsatisfactory. Because the scope of protection for anonymous Internet speech varies greatly by jurisdiction, resourceful plaintiffs can make strategic use of libel law to silence their critics. Meanwhile, plaintiffs who are truly harmed by cybersmears will find little effective recourse in libel law. Though disheartening, the current state of the law may be a testament to the difficulty of balancing speech and reputation in the Internet age

Student Perceptions of Online Learning: Discussion Board Assignments

Background: Online education has experienced unparalleled online expansion in recent years. Quality design and course preparation has become increasingly important with the growth of technology-enriched instruction. Purpose: The study’s purpose was to increase understanding about what students perceive to be worthwhile discussion board assignments to improve both teaching strategy and instructional design for online courses. Methods: Qualitative content analysis was used to analyze student responses to three openended questions about discussion board assignments. Data were collected through an online survey (N = 45) during three different semesters. Results: Student participants reported the importance of sharing, peer insight, and topic relevance. Student-student and student instructor interaction within the discussion board assignment were also important. Conclusions: The results of this study indicate the importance of continued educational research regarding specific teaching strategies, facilitation techniques, teaching presence and student perceptions of meaningful discussion in asynchronous online discussion board forums