Reconceptualising Moderation in Asynchronous Online Discussions Using Grounded Theory

Autor/inn/en	Vlachopoulos, Panos; Cowan, John
Titel	Reconceptualising Moderation in Asynchronous Online Discussions Using Grounded Theory
Quelle	In: Distance Education, 31 (2010) 1, S.23-36 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Grounded Theory; Teacher Role; Computer Mediated Communication; College Faculty; Graduate Study; Undergraduate Study; Coding; Interpersonal Relationship; Models; Foreign Countries; Distance Education; Educational Technology; Electronic Learning; Blended Learning; Online Courses; Web Based Instruction; Computer Software; Instructional Design; Interviews; Content Analysis; Discourse Analysis; Asynchronous Communication; Virtual Classrooms; Discussion Groups; Teaching Methods; Protocol Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerrolle; Computerkonferenz; Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Codierung; Programmierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Analogiemodell; Ausland; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Online course; Online-Kurs; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Interviewing; Interviewtechnik; Inhaltsanalyse; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to 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 framework for e-moderation and suggests that as a facilitative activity, it should be sufficiently contained within a ring-fenced learning arena. Factors outside and inside the ring-fence that appear to influence e-moderation and their implications for future theory development and validation are discussed. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10