scholarly journals Lesbonormatiivisuuksien ristipaineessa: määrällistä ja laadullista analyysiä Suomi24-verkkokeskusteluista

2021 ◽  
Vol 15 (1-2) ◽  
pp. 17-36
Author(s):  
Jarmo Harri Jantunen ◽  
Tuula Juvonen
Keyword(s):  
Sexual Orientation ◽  
Qualitative Analysis ◽  
Discussion Forum ◽  
Close Reading ◽  
Discussion Forums ◽  
Lesbian Relationships ◽  
Keyword Analysis ◽  
Online Conversations ◽  
Discourse Studies

Artikkelissamme identifioimme tilastollisella avainsana-analyysillä Suomi24-keskustelufoorumilla tuotettuja lesboerityisiä diskursseja, joissa – toisin kuin homodiskursseissa – keskitytään seksuaaliseen suuntautumiseen, sukupuoleen ja ulkonäköön. Lesbodiskursseja tarkastelemme edelleen teoriavetoisen kriittisen lähiluvun avulla. Analyysi nostaa esiin keskusteluja, joissa heteronormatiivisuuden kautta määrittyvä lesbous voidaan kokea hyvinkin ristiriitaiseksi ja ahdistavaksi. Käyttämällä hyväksi lesbomatriisin ja lesbonormatiivisuuden käsitteitä osoitamme, kuinka sekä nais- että miesfeminiinistä lesboutta ja lesboparisuhteita koskevissa keskusteluissa nojataan yhtäältä normatiiviseen ajattelutapaan ja toisaalta haastetaan sitä.Avainsanat: lesbous, lesbonormatiivisuus, keskustelufoorumit, korpusavusteinen diskurssintutkimusCross pressured by lesbonormativity: Quantitative and qualitative analysis of online conversations on the Suomi24 discussion forumIn our article, we use statistical keyword analysis to identify typical lesbian discourses at the Suomi24 discussion forum. Contrary to gay discourses, they focus on sexual orientation, gender and looks. These lesbian discourses are further analyzed by critical close reading. The analysis highlights conversations in which lesbianism can feel extremely conflicting and distressing when defined in heteronormative terms. Moreover, by using the concepts of lesbian matrix and lesbonormativity, we show how discussions concerning both feminine and masculine appearing lesbians as well as lesbian relationships rely on normative thinking, while also challenging it.Keywords: lesbianism, lesbonormativity, discussion forums, corpus-assisted discourse studies

scholarly journals Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

2021 ◽  
Author(s):  
Bing Wu
Keyword(s):  
Social Interactions ◽  
Regression Models ◽  
Online Courses ◽  
Online Reviews ◽  
Discussion Forum ◽  
Massive Open Online Courses ◽  
Online Review ◽  
Discussion Forums ◽  
Processing Data ◽  
Learning Progress

AbstractAlthough some studies have explored massive open online courses (MOOCs) discussion forums and MOOC online reviews separately, studies of both aspects are insufficient. Based on the theory of self-determination, this paper proposes research hypotheses that MOOC learning progress has a direct impact on MOOC online reviews and an indirect influence on MOOC online reviews through social interactions in discussion forums, as well. Coursera the largest MOOC platform, is selected as the empirical research object, and data from learners who participated in the MOOC discussion forum and provided MOOC online reviews from August 2016 to December 2019 are obtained from the most popular course, “Machine Learning”. After processing, data from 4376 learners are obtained. Then, according to research hypotheses, multi regression models are constructed accordingly. The results show that the length of MOOC online review text is affected by the MOOC learning progress, the number of discussion forum posts, the number of follow, the online review sentiment and MOOC rating. This study highlights the main factors that affect MOOC online reviews. As a result, some suggestions are put forward for the construction of MOOC.

Intimate Partner Homicide Methods in Heterosexual, Gay, and Lesbian Relationships

2008 ◽  
Vol 23 (1) ◽  
pp. 98-114 ◽  
Author(s):  
Krystal D. Mize ◽  
Todd K. Shackelford
Keyword(s):  
Sexual Orientation ◽  
Intimate Partner ◽  
Gay And Lesbian ◽  
Heterosexual Men ◽  
Intimate Partner Homicide ◽  
Lesbian Couples ◽  
Homicide Rates ◽  
Lesbian Relationships ◽  
Heterosexual Women ◽  
And Gender

Previous research indicates that the killing method used in homicides may reflect the motivation of the offender and qualities of the victim–offender relationship. The effect of gender and sexual orientation of intimate partner homicide offenders (N = 51,007) was examined with respect to the brutality of killing methods. Guided by previous research and theory, it was hypothesized that homicide brutality will vary with the offender’s sexual orientation and gender, such that the percentage of killings coded as brutal will be higher for (a) gay and lesbian relative to heterosexual relations, (b) men relative to women, (c) gay relative to heterosexual men, and (d) lesbian relative to heterosexual women. The rates of intimate partner homicide were also hypothesized to vary with the gender of the partners, such that (a) homicide rates will be higher in gay relative to heterosexual and lesbian couples and (b) homicide rates will be lowest in lesbian couples. The results support all but one prediction derived from the two hypotheses. We predicted that men would kill their partners more brutally than would women, but the results indicate that the opposite is true.

scholarly journals It’s good to talk! Reflective Discussion Forums to support and develop Reflective Practice among Pre-Hospital Emergency Care Practitioners in Ireland.

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Chris O'Connor ◽  
Joe O'Hara
Keyword(s):  
Reflective Practice ◽  
Emergency Care ◽  
Online Survey ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Structured Interviews ◽  
Hospital Emergency ◽  
Confidentiality Agreement

<p><strong>Background</strong></p><p>Since the mid 1980’s, reflective practice has become formally acknowledged and adopted as a key strategy for learning and has become one of the cornerstones of medical education for doctors, nurses, and many of the allied healthcare professions. In the education of pre-hospital emergency care practitioners in Ireland, it is only in the last decade that the notion of reflective practice has been tentatively approached.  Indeed until recently it has largely been ignored by practitioners and educators alike, who have been slow to engage with this new way of learning. This paper explores the attitudes of practitioners to the use of a reflective discussion forum to encourage and support reflection and reflective practice among pre-hospital emergency care practitioners in Ireland.  It also examines the experiences of practitioners who participated in a collaborative reflective discussion forum.</p><p><strong>Literature</strong></p><p>The research was informed by reviewing literature from a number of areas including:  Adult Learning, Reflective Practice, Educational Research directly relating to Emergency Medical Services (EMS), and EMS &amp; Nursing Journals and publications.</p><p><strong>Methodologies</strong></p><p>This paper is part of a larger project which consisted of three cycles of action research.  Data was collected via an online survey questionnaire, and by conducting a series of semi-structured interviews with participants in the reflective discussion forum.  These included all three clinical levels of pre-hospital emergency care practitioners and the three hierarchical levels within the organisation.</p><p><strong>Findings</strong></p><p>The collaborative reflective discussion forum was found to be beneficial.  Among the benefits cited were, the opportunity to draw on the experience of more experienced colleagues, the development of critical thinking skills, and the potential for use as part of a mentoring process.  It was also felt that the collaborative nature of the forum had the potential to improve workplace relationships through the empowerment of the staff. Concerns were raised regarding the potential for abuse and misuse, particularly in relation to the areas of patient confidentiality and a lack of trust within organisations.</p><p><strong>Recommendations</strong></p><p>The establishment of a regular Reflective Discussion Forum within organisations as a key learning strategy. Any collaborative forum must be chaired by a trusted, experienced and highly skilled facilitator. A learning contract for all participants and faculty, including a confidentiality agreement, must be in place prior to the establishment of any collaborative forum.</p>

scholarly journals Adding to the mix: Students use of Facebook groups and blackboard discussion forums in higher education

2016 ◽  
pp. 444-463
Keyword(s):  
Higher Education ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Additional Material ◽  
Learning And Teaching ◽  
Sustained Activity ◽  
Learning Content ◽  
Unit Design ◽  
Teaching In Higher Education

This paper reports on a case study of the use of Facebook in learning and teaching in higher education. Facebook was used as a venue for online discussion to support the existing Learning Management System (in this case Blackboard) in the unit Internet Collaboration and Organisation as part of the Internet Communications degree taught fully online through Open Universities Australia (OUA). Students’ posts to both Facebook and the Blackboard discussion forum were analysed for content, length, and when throughout the study period they were posted. This is significant as much of the previous work in this area has relied on students self-reporting, rather than direct observation of student behaviour. These results were then compared to earlier instances of the same unit that ran within the previous twelve months, one fully online with OUA only using the Blackboard discussion group, and a second taught at Curtin University with both blended learning for students at the University’s Bentley campus as well as fully online for external students, that utilised both Blackboard and Facebook. The results show that Facebook greatly increases the level of student activity in online discussions, both absolutely and in the level of sustained activity across the unit’s study period. Facebook groups also had a different pattern of content from Blackboard. In Blackboard discussion is more focused on the set unit learning content, in Facebook students were using the groups to discuss administration and assignments and also bring in additional material from outside the units set learning materials. Facebook posts, while more sustained over the semester, were shorter in length. This study found that the addition of a Facebook discussion forum does not noticeably impact on the use of Blackboard’s discussion forum, but rather adds a new dimension to the mix of online interaction. The paper concludes that there is value in using both of these forums for student interaction, but unit design needs to take into account the different affordances of each to maximise their utility.

Utilizing Question and Answer Discussion Forums to Enhance Learning in University Health Courses

2018 ◽  
pp. 235-251
Author(s):  
Niyi Awofeso
Keyword(s):  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Learning Activities ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Teaching Approaches ◽  
Online Discussion Forums ◽  
Course Outcomes

This chapter examines the contributions of Moodle's Q&A discussion forum platforms to optimizing cooperative and collaborative learning, validity of assessment of discussion forum posts, and achievement of course outcomes. The author studied: (1) How appropriate is the Q&A variant of online discussion forums in facilitating individual and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums? (3) Do learners' performance in Q&A category of online discussion forums predict performance in other assignments in online courses? (4) How well do learning activities in Q&A forums achieve courses' learning outcomes compared with other learning approaches? Survey and data analysis conducted by the author at HBMSU, UAE revealed that Moodle's Q&A discussion forum compares favorably with other teaching approaches in facilitating cooperative and collaborative learning, predicting overall learning achievement as well as improving validity of assessments.

Smart Approaches for Optimizing Learning and Assessments in Online University Courses

2021 ◽  
pp. 93-115
Author(s):  
Niyi Awofeso
Keyword(s):  
Collaborative Learning ◽  
Operational Research ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Learner Engagement ◽  
Online Discussion Forums ◽  
University Courses ◽  
Assessment Policy

This chapter discusses findings from two initiatives for optimizing the quality of learning and assessments in online university courses at Hamdan Bin Mohammed Smart University: (1) use of mandatory assessment policy of self-paced classes to promote learner engagement and (2) achievement of learning outcomes and fairness of assessments using question and answer discussion forum platform compared with the more commonly used general discussion forum platform. With regards to the first initiative, the author undertook a case study of a policy of mandating assessment of engagement with self-paced classes at HBMSU between 2016 and 2017. Also, the author discusses findings from operational research to address the following questions: (1) How appropriate is the Q&A variant of online discussion forums in facilitating both cooperative and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums?

“I Feel Abused by My Own Mind”: Themes of Control in Men’s Online Accounts of Living With Anxiety

2020 ◽  
Vol 30 (13) ◽  
pp. 2118-2131
Author(s):  
Phoebe G. Drioli-Phillips ◽  
Melissa Oxlad ◽  
Rebecca Feo ◽  
Brett Scholz ◽  
Amanda LeCouteur
Keyword(s):  
Thematic Analysis ◽  
Online Discussion ◽  
Discussion Forum ◽  
The Self ◽  
Loss Of Control ◽  
Discussion Forums ◽  
Discursive Psychology ◽  
Online Discussion Forums ◽  
Independent Entity

Men’s experiences with anxiety are under-researched and poorly understood. Existing research gives little indication of how men talk about anxiety in situ, and little is known about how men describe their experiences of anxiety. Online discussion forums provide an opportunity to conduct naturalistic observations of how men describe their experiences with anxiety without the influence of a researcher. Thematic analysis, informed by principles of discursive psychology, was used to examine 130 opening posts to an online anxiety discussion forum. One superordinate theme, where anxiety is constructed as a loss of control, was identified. Analysis of this overarching theme generated three themes relating to how posters described a loss of control: (a) anxiety as an immobilizing force, (b) anxiety as an independent entity, and (c) anxiety as a dualist construction of the self. Our analysis has clear implications for developing and improving interventions for men experiencing anxiety.

scholarly journals Enhancing learning through the discussion forum

2012 ◽  
Vol 7 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Nantha Kumar Subramaniam
Keyword(s):  
Critical Thinking ◽  
Adult Learners ◽  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Collaborative Discussion

Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

Sign in / Sign up

Export Citation Format

Share Document