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
Microsoft Word (Joint paper, both at Napier, both claim equal credit)
Available under License Creative Commons Attribution Non-commercial.
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
|Uncontrolled Keywords:||: e-moderation; grounded theory; online learning; asynchronous discussions; ring-fence|
|University Divisions/Research Centres:||Department of Learning and Teaching Enhancement > Academic Development > Educational Development|
|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
|Depositing User:||Prof John Cowan|
|Date Deposited:||07 Sep 2012 13:12|
|Last Modified:||13 Dec 2012 14:50|
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