Abstracts - Earli

We try to explore how a threshold concept may become identified, how we by studying videorecordings from labwork propose a way to see what is troublesome within the concept, how theuse of variation theory can open up new dimensions in the learning space, thus finding keys toopen up the ‘portal’, and how, again by video transcripts, we can evaluate the new learningsequence. In this research we have found our model of learning complex concepts to be veryvaluable.The Social Presence in asynchronous online learning environments: online identityEulalia Torras, UOC, SpainSocial presence, cognitive presence and teaching presence have noticeable roles in the theoreticalmodels which analyze interaction between professor and student and the interaction amongcompanions in electronic learning environments based on written asynchronous communicationtools. The Social Presence is the ability of the apprentices to be projected social and emotionally ina community of virtual reflection. The porpoise of this report is to analyze one of the basicdimensions of the Social Presence: online identity. Two types of online identity have been found:personal online identity and group online identity. Both of them contribute to asynchronouscommunities of discussion in higher education learning process. In the context of the threeplatforms of e-learning (Knowledge Forum, Moodle and the Open University of Catalonia ownone) we collected asynchronous communications that were written for 46 participants in threeprocesses of teaching-learning. The analysis of the written communication shows the constructionprocedure of online identity as well as the influence of this at the construction of participants’knowledge.Generic skills in the beginning of university studies among theology studentsLaura Hirsto, University of Helsinki, FinlandIn this paper self reported strengths in generic skills are explored among first year theologystudents. The concept of generic skills has been under critical discussion. For example Barrie &Prosser (2004) suggest that the discussion about generic skills in higher education has beensomewhat policy driven instead of research or theory driven. There have been discussions aboutthe relation between generic skills or attributes and personality factors. It has also been questioned,how general generic skills really are (cf. Neumann, Parry & Becher 2002). It is clear that moreresearch on generic skills on different disciplinary areas is needed. In this study, 139 first-yearstudents in the Faculty of Theology completed a questionnaire in which they evaluated their ownskills on a number of areas. The skill items were designed on the basis of a study by Lizzio &Wilson (2004). Principal axis factoring produced an interpretable solution of seven factors.According to the data, the first-year theology students had highest evaluations of their skills on theinterpersonal dimension. Significantly lower means were reported on the factors of conceptual andanalytical skills, resourcefulness and decision-making, written communication and informationmanagement skills, self-management and oral communication. Significantly lower from all otherfactors was rated the factor of learning skills and adaptability. Implications of the findings arediscussed.– 220 –