These vignettes have been created from interviews with academic staff and capture the essence of how the FOLD strategies have influenced their experiences of facilitating online discussion. Different perspectives have been embodied in the fictitious lecturers: Jillian, Susan and Liz – who represent a range of experience. Jillian provides a sessional staff perspective as someone new to the course content as well as to teaching online; Susan highlights the struggle of the shift from face-to-face to online discussion despite being a very experienced lecturer; and Liz reflects on her previous tendency to shy away from online forums and now, after implementing the FOLD principles, how she is planning for ongoing improvement of forum discussion.
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.Learn More
Here we present students’ perspectives on their experience of online discussion, in which the teacher used the Guide.
These vignettes capture the essence of how the FOLD strategies have influenced lecturers’ experiences of facilitating online discussion.
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.Learn More