Reconceptualising moderation in asynchronous online discussions using grounded theory

Panos Vlachopoulos*, John Cowan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

19 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)23-36
Number of pages14
JournalDistance Education
Volume31
Issue number1
DOIs
Publication statusPublished - 2010
Externally publishedYes

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