Big quesion still lingering: do I need to measure learning or learner participation? In an ideal world, the former. But there are probably too many variables to do this. Therefore we have to assume that, based on the literature/theory, increased participation leads to increased learning - as long as that participation is ACTIVE. And from there, we measure participation.

I'm thinking at present that the best research method to do this will be a combination of direct observation and structured interviews (perhaps an attitude scale). Direct observation seems like the most logical method of gauging the extent of leaner participation, via blog, wiki and synchronous communication. Interviews appear a useful way of ascertaining a valuable insight into learners' own experiences, which could supplement data gathered in direct observation - and after all this is very much concerned with their own experience. ...or an unnecessary extra??

"how these 'embodied' role plays compare to avatar-less ones, in terms of your learners' experience" - very good idea, I think.  It must be a key concept of what I'm exploring.  My theory is that the online environment, especially in the form of role-play, might aid these particular learners. But the question is whether a traditional F2F role-play serves just as well!

There's a lot of common ground between our potential topics. Should be useful talking more about them. Are you considering anxiety as a conscious emotion experienced by learners?

Measurement of progress: might take a long time to measure properly - if indeed it can be measured at all, given the number of variables - aptitudes, circumstances, motivation of learners, etc.

Measurement of participation - of active involvement - manageable and, after all, the premise might be that active involvement improves language learning.

I'm half-dreaming of this stuff now - jeepers!

After re-reading, my potential project appears to be part-explanatory (Does extended online role-play cause improvement in particpation / linguistic ability?) and part-emancipatory (extending abilities of learners; enriching their experience). One more than the other? Hmmm... I *feel* that there is more explanation than emancipation going on here.

Is the learning to be measured or the participation evaluated, though?? This question (and its answer) would determine perhaps whether a fixed or flexible design is warranted.

Moving closer to a question, possibly, with an inversion of the starting point question. So 'what is the effect of cultural factors on Japanese online language learning?' or some such thing becomes:

How does online role-play overcome cultural barriers to language learning?

...which pleasingly allows for analysis of the course design vis-a-vis the cultural factors. 

The strange, overwhelming feeling fades; I feel freshly motivated.

It's official: I am a slow reader / thick.   But all is not lost. I'm dusting off some skimming first, and then scanning, reading skills that I learnt about many years ago. I also have had to develop a genius highlighting system. It means, however, that I won't be able to resell my copy of Robson! Perhaps I'll need it again after the MSc is over. Perhaps I'll make a magnificent fire with it in the back garden.

Having got somewhat lost with regard to research topics and methods, I return to my original idea of investigating Japanese learners, their culture and the use of an online role-play course.

I feel strongly that, for me, having a definite dissertation in mind brings a specific focus to the RM course, though it is wise to be schooled in all of the methods.

What lends the project more interest for me now is the idea of designing an in-depth role-play based course that takes place in various online formats, a blend of wikis (collaborative, but in this case I aim to develop a [possibly new] combative wiki activity), blogs (private reflection, a more honest account - in role, though), and synchronous role-play (SL for example?).

Then we will evaluate the premise that Japanese learners benefit from such in-role activity - which is aided by the (relative?) anonymity of the online environment. The hope is that, should this hypothesis be confirmed, such online role-play will be validated for all learning ...but with particular merit for leaners who might express some inhibition in participating face-to-face.

Derived from the OLL course, and mental developments there, would there be value in exploring whether certain online tools are more favourable to learners of a particular learning disposition than others. For example, are wikis less appealing to 'solitary learners' than blogs?

Needs thought...

Very interested to discuss the 'Hawthorne effect' on the discussion boards today. That in itself could be a fascinating subject for research, vis-a-vis language learning online.

Investigating learning styles. Apart from Kolb-derived theories, this website - http://www.learning-styles-online.com/ - is interesting. It's a slight expansion on the more common visual-aural-kinaesthetic take. One idea for a research project might involve focussing on one learning style (if they exist!!...), say Aural, and investigating how well an online course catered for the Aural learners, perhaps as compared to other styles.

Saw a reference to Autogenics, which is recommended particularly for those who learn well in physical mode. It involves progressive relaxation (like in yoga) and was used by Russian athletes.

The whole field makes me focus in on the kind of area I would enjoy researching: how people learn / can learn more effectively, self-reflection / emotion in learning, and so on...