Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
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 a...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis
2018
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| Online Access: | http://psasir.upm.edu.my/id/eprint/54115/1/Students%E2%80%99%20perceptions%20of%20online%20discussions%2C%20participation%20and%20e-moderation%20behaviours%20in%20peer-moderated%20asynchronous%20online%20discussions.pdf |
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| Summary: | 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. |
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