Learning as the use of tools: a sociocultural perspective on the human-technology link
Learning with computers
Internet and Society
Sustaining distance training: integrating learning technologies into the fabric of the enterprise
Sustaining distance training: integrating learning technologies into the fabric of the enterprise
When to jump in: The role of the instructor in online discussion forums
Computers & Education
Facilitating asynchronous discussions in learning communities: the impact of moderation strategies
Behaviour & Information Technology - Computer Support for Learning Communities
Using online shared workspaces to support group collaborative learning
Computers & Education
| Hi-index | 0.00 |
The aim of this article is to generate implications for organising co-moderation within online learning communities (OLCs) in higher education. Data have been collected from a larger empirical study of a professional OLC in general medicine. By using a social perspective on learning, undertaken as a transactional approach, co-moderation can be understood in shared actions, independently of roles. Results indicate how conditions for organising co-moderation emerge as a collaborative affair, by shifting the focus away from the moderator role towards continual discussions on how to participate online. The implications guide organisers and participants of OLCs to create co-moderation that maintains engagement. As students make progress in learning and online participation, they need to continually negotiate their involvement in such a way that further realises the contract created at the beginning of the course.