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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: Ghadirian, Hajar, Mohd Ayub, Ahmad Fauzi, Salehi, Keyvan
Format: Article
Language:English
Published: Taylor & Francis 2018
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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spelling oai:psasir.upm.edu.my:54115 http://psasir.upm.edu.my/id/eprint/54115/ Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions Ghadirian, Hajar Mohd Ayub, Ahmad Fauzi Salehi, Keyvan 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. Taylor & Francis 2018 Article PeerReviewed text en 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 Ghadirian, Hajar and Mohd Ayub, Ahmad Fauzi and Salehi, Keyvan (2018) Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Technology, Pedagogy and Education, 27 (1). pp. 85-100. ISSN 1475-939X; ESSN: 1747-5139 https://www.tandfonline.com/doi/abs/10.1080/1475939X.2017.1380695 10.1080/1475939X.2017.1380695
institution UPM IR
collection UPM IR
language English
description 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.
format Article
author Ghadirian, Hajar
Mohd Ayub, Ahmad Fauzi
Salehi, Keyvan
spellingShingle Ghadirian, Hajar
Mohd Ayub, Ahmad Fauzi
Salehi, Keyvan
Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
author_facet Ghadirian, Hajar
Mohd Ayub, Ahmad Fauzi
Salehi, Keyvan
author_sort Ghadirian, Hajar
title Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
title_short Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
title_full Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
title_fullStr Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
title_full_unstemmed Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
title_sort students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
publisher Taylor & Francis
publishDate 2018
url 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
_version_ 1819297413722013696
score 13.4562235

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