You are here:

Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation
ARTICLE

American Journal of Distance Education Volume 21, Number 1, ISSN 0892-3647

Abstract

This study focused on the effects of peer moderation on meaningful interactions in online discussions. A meaningful interaction was defined as a message relating to a discussion topic, responding to a previous message, and adding substance to the discussion. A randomized-subject, posttest-only control group design was used to test the first hypothesis, that a peer-moderated online discussion forum would contain more posts responding to previous comments than a nonmoderated forum, and the second hypothesis, that a peer-moderated online discussion forum would contain more substantive responses enriching the conversation than a nonmoderated forum. Both hypotheses were supported. Results showed that students responded to messages more actively and engaged in more in-depth discussions when discussions were moderated by a peer.

Citation

Seo, K.K. (2007). Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation. American Journal of Distance Education, 21(1), 21-36. Retrieved December 14, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.