Name
Abstract | ||
|---|---|---|
In this paper, we present findings on moderation of synchronous, small-group argumentation in blended, co-located learning
environments. Drawing on findings from the literature on human facilitation of dialogue in face-to-face settings, we first
elaborate on the potential promise of this new practice. However, little is known about what constitutes effective human facilitation
in synchronous e-discussions. A multi-method exploratory approach was then adopted to provide first insights into some of
the difficulties and characteristics of moderation in these settings. To this end, we focused on (1) students’ perspectives
on what constitutes effective e-moderation of synchronous peer argumentation in classrooms and (2) the relations between characteristics
of actual and perceived moderation effectiveness. The analyses presented in this paper reveal that the role of the e-moderator
in synchronous peer discussions is a complex one and that expectations from e-moderators seem at times even contradictory.
Also, comparisons with findings on moderation in other communication formats (e.g., asynchronous, face-to-face) show that
insights on effective instructional practices in these formats cannot be simply transferred to synchronous communication formats.
We close this paper by briefly describing a tool that provides real-time support for e-moderators of synchronous group discussions,
and whose development had been sparked by these findings in a further cycle of our design research program. Several questions
and hypotheses are articulated to be investigated in future research, both with these new tools and in general. |
Year | DOI | Venue |
|---|---|---|
2010 | 10.1007/s11412-010-9088-2 | I. J. Computer-Supported Collaborative Learning |
Keywords | Field | DocType |
online peer discussions .argumentation .humansupport.teacher and tutor roles .synchronouscmc,design research,synchronous communication,comparative analysis,real time,teaching methods | Moderation,Group discussion,Asynchronous communication,Communication,Facilitation,Argumentation theory,Psychology,Knowledge management,Synchronous learning,Design research,Teaching method,Multimedia | Journal |
Volume | Issue | ISSN |
5 | 3 | 1556-1615 |
Citations | PageRank | References |
19 | 0.83 | 25 |
Authors | ||
2 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Christa S. C. Asterhan | 1 | 71 | 11.35 |
| Baruch B. Schwarz | 2 | 190 | 20.36 |