Online Discussion Forums Research Articles

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Fundamentals of leadership development: a randomized pilot study to evaluate implementation of a leadership curriculum for diversity, equity, and inclusion.

The Fundamentals of Leadership Development (FLD) Curriculum was created to increase integration of diversity, equity, and inclusion (DEI) in leadership skills. The pilot FLD course was utilized 1) evaluate short-term impact of the curriculum, and 2) evaluate optimal delivery methods of curricular interventions on diversity in a leadership context in a randomized fashion. After IRB approval, the pilot FLD course was opened to all SAGES Committee members for enrollment. All participants had access to the same online modules and discussion forum, but were randomized either to a 4-week longitudinal or 2-day intensive didactic session. Participants were asked to assess the curricular content after each online module and provide overall course feedback on all sessions. This data was collected along with leadership experience, course participation, and course completion data. A total of 79 participants registered for the FLD course, with 55 (69.7%) of participants completing the course. Of those that registered, 46 (58.2%) self-identified as underrepresented in medicine, 32 (40.5%) self-identified with she/her/hers pronouns, and 45 (57.0%) held an institutional leadership position. Fifty-nine (74.6%) participants were willing to be randomized. Course engagement was higher in the intensive course with 64.1% and 48.7% participation over days 1 and 2, respectively. In the longitudinal course, participation dropped off every week from 70%, 47.5%, 35%, and 27.5%, throughout the 4-week course. Participants who accessed the online modules spent a median time of 3h and 34min.User confidence after completion of each individual module were "somewhat confident" and "completely confident" for almost all survey respondents on a 5-tier Likert scale. The pilot FLD course appealed to SAGES members in leadership roles and who identified as. URiM. Course engagement was higher in the intensive course. Long-term behavior changes after course completion will need to be assessed with additional qualitative interviews. (300/300 words).

Perkembangan Judi Online dan Dampaknya Terhadap Masyarakat Beserta Dalil dalam Al-Qur’an dan Hadits Tentang Perjudian

The main issue of this journal discusses the impact of online gambling practices on society. The focus is to understand the negative consequences arising from online gambling and its implications for individuals and communities. The purpose of this study aims to analyze the impact of online gambling in the social context of society. The author wants to explain how online gambling practices affect individual well-being, social relationships, and family economic stability. Qualitative Method: The research approach used is a qualitative method. The author conducts analysis through content generated by the community related to online gambling, such as online forum discussions or relevant social media posts. The conclusion of the findings of this study reveals the significant negative impact of online gambling on society. Online gambling practices can cause destructive addiction, disrupt the financial stability of individuals and families, and damage social relationships. These negative influences require effective preventive measures,including education about the risks of gambling, strict regulations, and better supervision of online gambling platforms. In conclusion, this study emphasizes the importance of public awareness and responsive policies in addressing the negative impacts of online gambling on individuals and society as a whole.

Student-led Classroom: Review on the advantages and disadvantages

This paper examines the benefits and drawbacks of student-led classrooms within the context of constructivist learning theory. The principles of constructivism align with this educational approach, which emphasizes active participation, social interaction, and contextual learning. The study investigates the influence of student-led classrooms on factors such as engagement, critical thinking, and knowledge retention. Although constructivist approaches, such as problem-based and inquiry-based learning, have notable advantages, they also pose difficulties, such as the requirement for explicit instruction and resource intensity. The study examines existing literature on the efficacy of student-led classrooms and asynchronous online discussion forums (AODFs), providing valuable insights into techniques that improve student engagement and learning outcomes.

Evaluating Long-Term Outcomes of Children Undergoing Surgical Treatment for Congenital Heart Disease for National Audit in England and Wales.

There is strong interest in the evaluation of longer-term outcome metrics for congenital heart diseases (CHDs); however, registries focus on postoperative metrics. Informed by user online discussion forums and scoping of national data, we selected sentinel CHDs and long-term outcome metrics suitable for routine monitoring. We then developed sentinel CHD phenotypes and algorithms for identifying treatment pathway procedures using clinical codes. Finally, we calculated the metrics within a retrospective national cohort analysis. The 9 selected sentinel CHDs had a higher-than-average prevalence, typically involved surgery in infancy, and were associated with an increased risk of late mortality. The selected metrics of survival and reinterventions at 1, 5, and 10 years were both important and feasible. The cohort included 29 319 (41.3% of all operated CHD births) English and Welsh children born with sentinel CHDs in 2000 to 2022. Example metrics at age 10 years included: survival-hypoplastic left heart syndrome: 57.6% (95% CI, 54.9%-60.4%), functionally univentricular heart: 86.7% (95% CI, 84.6%-88.9%), transposition of the great arteries: 93.1% (95% CI, 92.2%-93.9%), pulmonary atresia: 81.0% (95% CI, 79.1%-82.9%), atrioventricular septal defect: 88.5% (95% CI, 87.5%-89.5%), tetralogy of Fallot: 95.1% (95% CI, 94.4%-95.8%), aortic stenosis: 94.4% (95% CI, 93.3%-95.6%), coarctation: 96.7% (95% CI, 96.2%-97.3%), and ventricular septal defect: 96.9% 95% CI, (96.4%-97.3%); and (2) cumulative incidence of reintervention-hypoplastic left heart syndrome : 54.5% (95% CI, 51.5%-57.3%), functionally univentricular heart: 57.3% (95% CI, 53.9%-60.5%), transposition of the great arteries: 20.9% (95% CI, 19.5%-22.3%), pulmonary atresia: 66.8% (95% CI, 64.2%-69.1%), atrioventricular septal defect: 21.6% (20.3%-23.0%), tetralogy of Fallot: 26.6% (95% CI, 25.2%-28.0%), aortic stenosis: 31.2% (95% CI, 28.8%-33.6%), coarctation: 19.8% (95% CI, 18.6%-21.1%), and ventricular septal defect: 6.1% (95% CI, 5.5%-6.8%). It is feasible to report important long-term outcomes of survival and reintervention for sentinel CHDs using routinely collected procedure records, adding value to national audit.

How do BMI-restrictive policies impact women seeking NHS-funded IVF in the United Kingdom? A qualitative analysis of online forum discussions

Plain English SummaryIn the United Kingdom, people can access public funding for In Vitro Fertilisation (IVF) treatment if certain criteria are met. Funding restrictions differ between geographical areas, but most areas restrict treatment to women with a Body Mass Index (BMI) below 30. This study explores the unexpected and unintended harms experienced by women restricted from NHS-funded IVF due to these BMI criteria. Posts from a popular infertility online forum were collected and thematically analysed. The study found moralising discourses around body weight which emphasized that women had personal control over their bodies and needed to ‘work’ to change their bodies to show deservingness for treatment. We conclude that NHS-IVF policies in the UK overlook the emotional and moral burdens placed on individuals due to rigid BMI criteria. As the impact of BMI limits on healthcare access is an under-researched topic, we believe this work is important for demonstrating the harms of BMI-restrictive policies.

The potential effects of deepfakes on news media and entertainment

AbstractDeepfakes are synthetic media, such as pictures, music and videos, created with generative artificial intelligence (GenAI) tools, a technique that builds upon machine learning and multi-layered neural networks trained on large datasets. Today, anyone can create deepfakes online, without any knowledge about the underpinning technology. This fact opens up creative opportunities at the same time as it creates individual and societal challenges. Some identified challenges are fake news, bullying, defamation, media manipulation and democracy damage. The aim of this study was to analyse and discuss how deepfakes could affect entertainment, education and digital news media in positive and negative ways. The chosen research strategy was a qualitative cross-sectional study to create a snapshot of current attitudes in blogs, online discussion fora and from a selected expert panel. Firstly, blogs and internet discussion fora on deepfakes and AI were analysed inductively. Secondly, results from the previous step were used to create a question scheme for semi-structured interviews with some selected experts that have relevant knowledge in the field of AI and deepfakes. Finally, interviews answered were analysed thematically using the Technology Affordances and Constraints Theory as an analytical lens. Findings show that deepfakes at the same time have a wide variety of affordances, but also some critical constraints to consider. In the affordance part, there are the potential use of deepfakes for speculative and provoking concepts, not only as entertainment, but also to illustrate educational scenarios that are hard or impossible to capture in traditional videos, images or sound recordings. Furthermore, there are many affordances for entertainment and the creation of environments where realism is not an important condition. Some examples are video game graphics, animated film background music in games and music videos. However, the conclusion is that the findings comprise more of constraints than of affordances, where the serious negative aspect of deepfakes can lead to psychological, financial and social harm. Many images and videos in news media have already been manipulated during the last decades, but deepfakes can take this to a new and more problematic level where the overall trust might disappear. The author’s recommendation is to further increase the focus on source criticism and that discussions on which sources to trust should be an early introduced part of educational programmes.

Exploring the role of online discussion forums in endorsing Egyptian undergraduates’ EFL learning

eLearning Management systems (eLMS) are software applications used in universities worldwide to implement specific educational goals. eLearning platforms have several features that support traditional Face to Face (FTF) teaching and provide valuable opportunities for independent, self-paced learning. One of these features is the Online Discussion Forums (ODFs). This research paper investigates the role of ODFs in endorsing English as a Foreign Language (EFL) learning by examining students' perceptions of its accessibility, peer/instructor interaction, assessment criteria, and discussion topics. The paper also investigates the influence of gender on students' perceptions of the role of ODFs. This is a non-experimental research design, and 108 Egyptian undergraduates completed a semi-structured questionnaire of five dimensions. Percentages of frequency were calculated and quantitatively analysed via the SPSS. Research findings revealed male and female students’ positive perceptions of using ODFs in their learning process. Results also revealed that students highly perceived choice of topics and assessment as crucial factors for successful learning via ODFs, followed by peer/instructor interaction and accessibility of the tool. Implications for further research include employing ODFs to improve project-based teaching in different disciplines.

EXERCISES FOR DEVELOPING CRITICAL AND DIGITAL THINKING IN TEACHING FOREIGN LANGUAGES

The article explores the interplay between critical thinking and digital literacy in today's technology-driven society. This article explores various exercises designed to enhance critical and digital thinking skills in the context of teaching foreign languages. It emphasizes the integration of language learning with digital literacy, presenting activities for developing critical thinking such as source evaluation, comparative analysis, digital footprint assessment, online discussion evaluation, ethical considerations, digital content analysis, online research and presentation tools to produce their project, reflective blogging, virtual debate. Additionally, it highlights the importance of engaging in digital scavenger hunt, evaluating online language tools, creating digital content, online discussion forums, web-based language projects, analyzing digital media, digital storytelling, online forums for better digital communication and project-based learning for collaboration based on digital thinking.

Use of Offensive Animal Metaphor as an Interactional Activity in Online Forum Discussions

ABSTRACT This paper investigates offensive animal metaphors in blog comments about the management of donations of money and medical relief during the coronavirus pandemic in China. Rather than understanding the metaphorical usage of language as a cognitive process, we consider its situational usage as a social action and invoke insights from Conversation Analysis. Based on data retrieved from Sina Weibo, we show how discussants use animal metaphors to accomplish varying actions and construct intelligibility between themselves and others about the relationship between actions, moral accountability, and description of social events. We therefore argue that CA with its focus on topicality, action and societal membership can complement the cognitive understanding of the proximity between the source and the target domains.

Analisis Sentimen Naturalisasi Tim Nasional Indonesia U-23 di Era Shin Tae-yong Menggunakan Algoritma Naïve Bayes dan K-Nearest Neighbors

In the Shin Tae-yong era, the naturalization of players has become a controversial topic within the Indonesian U-23 national football team. This research aims to analyze public sentiment related to the naturalization of players in the team using two classification algorithms, namely Naive Bayes and K-Nearest Neighbor. Sentiment data is obtained from news sources, social media, and online discussion forums related to matches and team management decisions. First, data processing is carried out, including text cleaning, tokenization, and word weighting. Next, Naive Bayes and KNN models are trained using the processed dataset. The results of the sentiment analysis will provide valuable insight into the public's perception of the naturalization of players in the Indonesian U-23 national team under the control of Shin Tae-yong, as well as a comparison of the effectiveness between the Naive Bayes and KNN algorithms in sentiment classification. It is hoped that this research will provide a more in-depth view of the dynamics within the Indonesian national football team and its contribution to Indonesian football as a whole

Effects and Toxicity of Hallucinogenic New Psychoactive Substances From the Perspectives of e-Psychonauts

Hallucinogenic new psychoactive substances have been rapidly emerging due to the increasing use of the Internet as a marketplace and source of information. This study explores hallucinogenic new psychoactive substances’ profile, effects and toxicity from the perspectives of e-psychonauts by conducting content analysis of online discussion forums. Qualitative content analysis was applied to threads extracted from online discussion forums. Each thread was coded carefully, and similar codes were grouped into sub-themes and themes respectively. The results showed four main themes related to users’ characteristics, hallucinogenic new psychoactive substances profile, effects and toxicity. The majority of users in this study were men in the age range of 18–25 years old. The main effects sought were stimulant/hallucinogenic effects; yet neurological and cardiovascular toxicity were frequently reported. The research found that online discussion forums offered a rich source of information as they provided a safe space for truthful experience reports without fear of legal consequence for e-psychonauts.

(Re)thinking about self-harm and autism: Findings from an online qualitative study on self-harm in autistic adults.

There is a higher prevalence of self-harming behaviours within the autistic community than is experienced by the general population, in addition to co-occurring mental health conditions such as anxiety and depression. To date, research has focused on quantifying and categorising the numbers of autistic people self-harming, what types of harming they are engaging in and what functions the harming performs. Autism research has historically focused on the opinions and experiences of parents, carers and clinicians, with a belief that autistic people are unable to present their own experiences and thoughts accurately. This study adopted a qualitative method to develop themes arising from online forum discussions, using the words of autistic adults talking about how they experience and understand their self-harming behaviours. The analysis discovered that self-harming behaviours are used by autistic people as a way of coping with anxiety and depression and to relieve the build up of stress and sensory or mental overload that can otherwise lead to a meltdown. Repetitive behaviours such as stimming are also used to relieve the buildup of sensory over-stimulation and anxiety, but both stimming and meltdowns can also be self-harming behaviours if they cause tissue damage, and are believed to be childhood presentations which are stigmatised if expressed by an autistic adult. Many autistic adults find it hard to get help with self-harming behaviours because they are not taken seriously by professionals, as it is seen as part of autism and cannot be helped, or the professionals do not have enough knowledge of autism.

Impact of a social media-delivered distance learning program on mhGAP training among primary care providers in Jalisco, Mexico

BackgroundThe World Health Organization’s (WHO) Mental Health Gap Action Programme (mhGAP) aims to provide evidence-based guidelines for the management of mental, neurological, and substance use disorders in non-specialized healthcare settings. However, implementing these guidelines remains a challenge due to various factors, including limited training opportunities for primary care providers. This study con the effectiveness of a social media-delivered distance education program on the mhGAP intervention guide, to overcome barriers of technology access and digital literacy, providing a familiar and accessible platform for primary care providers in Jalisco.MethodsA quasi-experimental study with a pre-test/post-test design was conducted. Primary care providers from Jalisco were invited to participate in a distance education program on the mhGAP intervention guide. The program consisted of online modules, webinars, and discussion forums facilitated by mental health experts. Knowledge assessments were conducted before and after the intervention using a standardized questionnaire. Participant satisfaction and perceived utility were also evaluated through surveys and focus group discussions.ResultsA total of 1,096 primary care providers completed the program. The mean knowledge score significantly improved from 58.2% (SD = 12.8%) in the pre-test to 81.4% (SD = 9.6%) in the post-test (p < 0.001), with a large effect size (Cohen’s d = 2.04). Subgroup analyses revealed consistent knowledge gains across different demographic and professional characteristics. Participant satisfaction was high, with 92% rating the program’s overall quality as “good” or “excellent.” Qualitative findings highlighted the benefits of accessibility, flexibility, interactivity, and practical applicability of the distance education approach.ConclusionsThe social media-delivered distance education program on the mhGAP intervention guide effectively improved the knowledge of primary care providers in Jalisco, Mexico. Participants reported high levels of satisfaction and perceived utility. This study demonstrates the potential of distance education strategies to disseminate evidence-based guidelines and enhance mental health service delivery in primary care settings, particularly in resource-limited areas.

Revolutionising classrooms with AI: Educators' insights on transformative opportunities and challenges

This paper examines the transformation opportunities of AI in education, focusing on its benefits and challenges from the perspectives of educators. The research methodology involves a qualitative study with practising educators who were students enrolled in a master's program in education at an open distance education university in South Africa. Data collection is conducted through an online discussion forum. The paper concludes that while AI offers exciting transformative opportunities such as personalised learning and effective education, it should be used wisely, complementing traditional teaching methods. It emphasises addressing biases, overuse, plagiarism, and data privacy issues. The study emphasises the need for more information on educator’s use and perceptions to pave the way for AI to complement educators and, in so doing, benefit all educators and students equally.

Online paedophiles and the criminal justice experience: A qualitative perspective

BackgroundOnline forums provide a conduit for anonymous communication within deviant subcultures, such as online paedophiles. This helps to build virtual communities of support. ObjectiveThis study explores the experience of paedophiles in the criminal justice system as reported by those who experienced it on such a forum. By analysing and understanding the experiences disclosed by these individuals, we may be able to design more targeted prevention strategies and treatment options.Participants and Setting.Data are from one online forum discussion thread that includes 595 online forum posts by 212 unique usernames ranging over 11 years from 2012 to 2023. This forum claims to be an anonymous “therapeutic community” for paedophiles and does not allow the sharing of media (e.g., videos or images). MethodsThis study uses an inductive approach to analyse the posts and discover the perspective and concerns of users who have experienced or are faced with prosecution and punishment. ResultsSeven main themes emerged from the posts on this thread: support and praise, techniques of neutralisation, life in prison, anxiety and mental health, relationships, therapy, and difficulties post-prison. ConclusionsThe forum provided an important source of support among a virtual community of people who shared similar sexual interest in children and feel rejected and demonised by mainstream society. The thread functioned like an “echo chamber” that reinforced a positive view of users' deviant interest. Individuals who had been prosecuted for their offending were returning to the forum, which may encourage reoffending. Parole boards and probation officers may need to consider limiting or restricting access to the Internet, particularly the Tor network, when setting release conditions. Implications for treatment focus on challenging the justifications and excuses used by paedophiles.

Impact of an Online Discussion Forum on Self-Guided Internet-Delivered Cognitive Behavioral Therapy for Public Safety Personnel: Randomized Trial.

Internet-delivered cognitive behavioral therapy (ICBT) is an effective and accessible treatment for various mental health concerns. ICBT has shown promising treatment outcomes among public safety personnel (PSP), who experience high rates of mental health problems and face barriers to accessing other mental health services. Client engagement and clinical outcomes are better in ICBT with therapist guidance, but ICBT is easier to implement on a large scale when it is self-guided. Therefore, it is important to identify strategies to improve outcomes and engagement in self-guided ICBT and other self-guided digital mental health interventions. One such strategy is the use of online discussion forums to provide ICBT clients with opportunities for mutual social support. Self-guided interventions accompanied by online discussion forums have shown excellent treatment outcomes, but there is a need for research experimentally testing the impact of online discussion forums in ICBT. We aimed to evaluate a transdiagnostic, self-guided ICBT intervention tailored specifically for PSP (which had not previously been assessed), assess the impact of adding a therapist-moderated online discussion forum on outcomes, and analyze participants' feedback to inform future research and implementation efforts. In this randomized trial, we randomly assigned participating PSP (N=107) to access an 8-week transdiagnostic, self-guided ICBT course with or without a built-in online discussion forum. Enrollment and participation were entirely web-based. We assessed changes in depression, anxiety, and posttraumatic stress as well as several secondary outcome measures (eg, treatment engagement and satisfaction) using questionnaires at the pre-enrollment, 8-week postenrollment, and 20-week postenrollment time points. Mixed methods analyses included multilevel modeling and qualitative content analysis. Participants engaged minimally with the forum, creating 9 posts. There were no differences in treatment outcomes between participants who were randomly assigned to access the forum (56/107, 52.3%) and those who were not (51/107, 47.7%). Across conditions, participants who reported clinically significant symptoms during enrollment showed large and statistically significant reductions in symptoms (P<.05 and d>0.97 in all cases). Participants also showed good treatment engagement and satisfaction, with 43% (46/107) of participants fully completing the intervention during the course of the study and 96% (79/82) indicating that the intervention was worth their time. Previous research has shown excellent clinical outcomes for self-guided ICBT accompanied by discussion forums and good engagement with those forums. Although clinical outcomes in our study were excellent across conditions, engagement with the forum was poor, in contrast to previous research. We discuss several possible interpretations of this finding (eg, related to the population under study or the design of the forum). Our findings highlight a need for more research evaluating the impact of online discussion forums and other strategies for improving outcomes and engagement in self-guided ICBT and other digital mental health interventions. ClinicalTrials.gov NCT05145582; https://clinicaltrials.gov/study/NCT05145582.

Strategies for communicating and mitigating algorithmic control on delivery platforms

Delivery platforms use algorithmic control mechanisms to control couriers’ work. Despite studies looking at how algorithmic control manifests on different delivery platforms, there is a dearth of research exploring how delivery platforms communicate their approaches to algorithmic control, what kinds of strategies delivery workers adopt to mitigate algorithmic control, and to what extent information regarding such ‘algoactivistic approaches’ is shared among communities of delivery couriers who in many cases are in direct competition with one another. To that end, two studies are conducted. Study 1 analyses five publicly listed delivery companies’ annual reports ( n = 14), highlighting a lack of transparency on how the platforms’ algorithms function. In Study 2, a netnographic approach is used to conduct interviews ( n = 12) and a qualitative analysis of delivery workers’ online discussion forum posts ( n = 830) on the discussion forum Reddit. Four approaches to mitigating algorithmic control are found, and the way these are shared among couriers is considered.

The Role of Power Relations and Identification in Collaborative Knowledge Construction at Single Gender Online Forum

This short paper describes a research project that aims at exploring how identification and power relations contribute to learners’ knowledge construction in single gender online forum. This multiple case studies take place at five online classes in two female universities in Saudi Arabia. Data is collected from semi-structured interviews and group discussions. Qualitative content analysis of online discussions is used to investigate the extent in which collaborative knowledge construction was achieved by participants utilizing Gunawardena et, al. 1997 tool. In addition, Foucault discourse analysis is used to explore learners’ power relations and identification. The initial findings of the pilot study suggest that learners have imposed several power relations strategies in the discussion’s forum such as maintaining norms of online discussions; (2) maintaining norms of a good classmate; (3) criticizing, comparing and assessing each other's posts; (4) displaying personal information; (5) checkingothers' intellectual activities and messages; (6) comparing between oneself and others' actions and ways of thinking; (7) categorizing oneself and others ; and (8) excluding and including others. These behaviors were organized under three themes: normalisation, surveillance, and classification. Initial findings also showed that participants revealed parts of their identities while interacting with each other. The research will continue to investigate how these practices are influenced by the social and cultural settings and how this contributes to the quality of knowledge construction in online discussion forum.

Hearing the patient voice for persistent pain intervention development: recommendations for using a bespoke online discussion forum for qualitative data collection

Introduction Understanding patients’ experiences is important when developing interventions for people living with persistent pain. Interviews and focus groups are frequently used to capture beliefs, views, and perspectives. These methods often require a commitment to a predetermined date and time that may present a barrier to participation. An asynchronous online discussion forum, specifically designed for research purposes, provides an alternative and potentially more accessible method for participation. In this article we discuss a bespoke online discussion forum, the Q-PROMPPT blog, as a case example. Methods We describe how we developed the Q-PROMPPT blog, with patient and public involvement, and its use as an innovative method for qualitative data collection in the context of developing an intervention for patients prescribed opioids for persistent pain. Drawing on our experiences we discuss the following areas: planning and design, participant recruitment and registration, and participant experience and engagement. Results We identify and address key concerns for each area of the Q-PROMPPT blog: planning and design: choosing software, assigning roles, designing the interface to promote usability; recruitment of participants: recruiting eligible participants, participant anonymity; participant experience and engagement: mitigating risk of harm, facilitating discussions, planning for forum close. Conclusion Based on our lessons learnt, we outline recommendations for using a bespoke online discussion forum as a qualitative method to inform intervention development for people living with persistent pain. These include collaboration with information communication technology teams, co-design with patient and public partners, minimising risk of imposter participants and developing trust and online community identity.