Reconceptualising moderation in asynchronous online discussions using grounded theory

Vlachopoulos, Panos; Cowan, John

Abstract

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

Citation

Vlachopoulos, P., & Cowan, J. (2010). Reconceptualising moderation in asynchronous online discussions using grounded theory. Distance Education, 31, 23-36. https://doi.org/10.1080/01587911003724611

• Journal Article Type: Article
• Publication Date: 2010
• Deposit Date: Sep 7, 2012
• Publicly Available Date: Sep 7, 2012
• Print ISSN: 0158-7919
• Electronic ISSN: 1475-0198
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 31
• Pages: 23-36
• DOI: https://doi.org/10.1080/01587911003724611
• Keywords: : e-moderation; grounded theory; online learning; asynchronous discussions; ring-fence
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/5614
• Publisher URL: http://dx.doi.org/10.1080/01587911003724611