Research Output

Reconceptualising moderation in asynchronous online discussions using grounded theory.

  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

  • Type:

    Article

  • Date:

    30 November 2009

  • Publication Status:

    Published

  • Publisher

    Open and Distance Learning Association of Australia

  • DOI:

    10.1080/01587911003724611

  • ISSN:

    0158-7919

Citation

Vlachopoulos, P. & Cowan, J. (2009). Reconceptualising moderation in asynchronous online discussions using grounded theory. Distance Education. 31, 23-36. doi:10.1080/01587911003724611. ISSN 0158-7919

Authors

Keywords

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

Available Documents