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Reconceptualising moderation in asynchronous online discussions using grounded theory.

Vlachopoulos, Panos and Cowan, John (2010) Reconceptualising moderation in asynchronous online discussions using grounded theory. Distance Education, 31 (1). pp. 23-36. ISSN 0158-7919

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Abstract/Description

This paper reports a grounded theory study of e-moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to e-moderate. It aims to construct a theory of e-moderation based on some key factors which appear to influence e-moderation. It discusses previous research on the definition and practice of e-moderation, and then describes the study, which involved four e-moderators working in two different university contexts. Key themes on e-moderation, which emerged using a grounded theory approach, are discussed. It proposes a paradigm framework for e-moderation and suggests that as a facilitative activity, it should be sufficiently contained within ‘a ring-fenced learning arena’. Factors outwith and inside the ring-fence which appear to influence e-moderation and their implications for future theory development and validation are discussed.

Keywords: e-moderation; grounded theory; online learning; asynchronous discussions; ring-fence

Item Type: Article
Print ISSN: 0158-7919
Electronic ISSN: 1475-0198
Uncontrolled Keywords: : e-moderation; grounded theory; online learning; asynchronous discussions; ring-fence
University Divisions/Research Centres: Business School (from 1st August 2015)
Dewey Decimal Subjects: 000 Computer science, information & general works > 020 Library & information sciences
Library of Congress Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Item ID: 5614
Depositing User: Prof John Cowan
Date Deposited: 07 Sep 2012 13:12
Last Modified: 05 Jul 2016 20:56
URI: http://researchrepository.napier.ac.uk/id/eprint/5614

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