References List

Resources

Reference List

These resources are from literature used to inform the Guide as well as presentations made by the Project Team. These will be added to as needed. We also have an External resources page which is incomplete at this stage – please check back for updates

  • Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University (4th ed). Open University Press, McGraw-Hill.

  • Blanchette, J. (2012). Participant interaction in asynchronous learning environments: Evaluating interaction analysis methods. Linguistics and Education. 23(1). 77-87. http://dx.doi.org/10.1016/j.linged.2011.02.007.

  • Boling, E., Hough, M., Krinsky, H., Saleem, H. & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education, 15 (2), 118–126

  • Brace-Govan, J. (2003). A method to track discussion forum activity: The Moderators’ Assessment Matrix. Internet and Higher Education, 6 (4), 303–325

  • Delahunty, J. (2012). 'Who am I?': Exploring identity in online discussion forums. International Journal of Educational Research. 53. 407-420. DOI: http://10.1016/j.ijer.2012.05.005.

  • Delahunty, J., Jones, P. and Verenikina, I. (2014). Movers and Shapers: teaching in online environments. Linguistics and Education. 28(4). 54-78. DOI: http://10.1016/j.linged.2014.08.004.

  • Delahunty, J., Verenikina, I. and Jones, P. (2014). Socio-emotional connections: identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education. 23(2). 243-265. DOI: http://10.1080/1475939x.2013.813405.

  • Gao, F., Zhang, T. & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions." British Journal of Educational Technology, 44(3), 469-483. http://dx.doi.org/10.1111/j.1467-8535.2012.01330.x

  • Guiller, J., Durndell, A. and Ross, A. (2008). Peer interaction and critical thinking: Face-to-face or online discussion? Learning and Instruction. 18(2). pp 187-200. http://dx.doi.org/10.1016/j.learninstruc.2007.03.001.

  • Halliday, M. & Matthiessen, C. (2014). An Introduction to Functional Grammar, 4th Ed. Routledge, Abingdon, Oxford, UK.

  • Hendriks, V. and Maor, D. (2004). Quality of Students’ Communicative Strategies Delivered Through Computer-Mediated Communications. Journal of Interactive Learning Research. 15(1). 5-32.

  • Herrington, J., Reeves, T.C. & Oliver, R. (2010). A Guide to authentic e-learning. London: Routledge

  • Kim, D., Park, Y., Yoon, M. & Jo, I-H. (2016). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. Internet and Higher Education. DOI: http://10.1016/j.iheduc.2016.03.002

  • Koh, J., Herring, S. & Hew, K. (2010) Project-based learning and student knowledge construction during asynchronous online discussion. Internet and Higher Education, 13(4), 284–291

  • Martin, J. R. (1992). English text: system and structure, Amsterdam/Philadelphia, John Benjamins Publishing Company.

  • Martin, J. R. and White, P. R. R. (2005). The Language of Evaluation: Appraisal in English, NY, Palgrave Macmillan.

  • Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51(1), 90-100

  • Nightingale, S., Carew, A. & Fung, J. (2007). Application of Constructive Alignment principles to Engineering Education: Have we really changed? Proceeding of the 2007 AARE Conference, Melbourne. http://conference.eng.unimelb.edu.au/aaee2007/papers/paper-82.pdf

  • Verenikina, I. (2008). ‘Scaffolding and learning: its role in nurturing new learners’ in Learning and the learner: exploring learning for new times. Kell, P., Vialle, W., Konza, D. and Vogl, G. (ed). Wollongong, University of Wollongong: 161-180. https://works.bepress.com/irina_verenikina/12/

  • Vygotsky , L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press

  • Wang Y. & Chen, V.D. (2008). Essential Elements in Designing Online Discussions to Promote Cognitive Presence. Journal of Asynchronous Learning Networks, 12(3-4), 157-177.

  • Wegerif, R. (1998). The social dimensions of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1), 34-49

  • Wen-Yu Lee, S. (2013) Investigating students’ learning approaches, perceptions of online discussions, and students’ online and academic performance. Computers & Education, 68; 345–352. DOI: http://dx.doi.org/10.1016/j.compedu.2013.05.019

  • Woo, Y. & Reeves, T. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 15–25



The Guide

Articulates a set of principles for fostering online discussion in higher education, based on theory, the literature and evidence from postgraduate and undergraduate flexibly delivered courses.

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Student Perspectives

Here we present students’ perspectives on their experience of online discussion, in which the teacher used the Guide.


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Lecturer Vignettes

These vignettes capture the essence of how the FOLD strategies have influenced lecturers’ experiences of facilitating online discussion.

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Resources

The resources in this section are the literature used to inform the Guide as well as presentations made by the Project Team. These will be added to as we continue to disseminate.

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