NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1169855
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1475-939X
Students' Perceptions of Online Discussions, Participation and E-Moderation Behaviours in Peer-Moderated Asynchronous Online Discussions
Ghadirian, Hajar; Fauzi Mohd Ayub, Ahmad; Salehi, Keyvan
Technology, Pedagogy and Education, v27 n1 p85-100 2018
The aim of this study was to investigate the relationships between students' perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Using survey data, the learning system's activity log and discussion transcripts, the authors analysed how 84 learners' perceptions of online discussions influenced their participation and e-moderation behaviours. The results showed that Cognitive and Skill II (critical thinking skills) perceptual aspects significantly influenced the quantity posting and participation patterns. Meanwhile, Skill I (reading and writing skills) and Efficacy were critical factors that influenced quantity non-posting participation. It was also found that the perceptual aspects significantly influenced learners' e-moderation behaviours to the extent that Affection and Efficacy were critical factors that influenced lower-level e-moderation supports, while Cognition, Affection and Skill II were critical factors that influenced higher-level e-moderation supports. All e-moderation supports were found to be correlated with peers' quantity posting and participation patterns, except for Access and motivation support.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia
Grant or Contract Numbers: N/A