Reconceptualising moderation in asynchronous online discussions using grounded theory
Vlachopoulos, Panos; Cowan, John
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
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|
|Deposit Date||Sep 7, 2012|
|Publicly Available Date||Sep 7, 2012|
|Peer Reviewed||Peer Reviewed|
|Keywords||: e-moderation; grounded theory; online learning; asynchronous discussions; ring-fence|
Reconceptualising e-moderation of asynchronous online discussions: a grounded theory study
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