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Student-to-student interaction in online discussions: The role of moderator status
DISSERTATION

, Utah State University, United States

Utah State University . Awarded

Abstract

Asynchronous discussions using the Internet are being increasingly used in higher education as a vehicle for student self-expression and interaction. This study explores two different levels of status within the educational system, instructor and teaching assistant, in order to determine the effect of the status of the discussion moderator on student-to-student interaction. Based on patterns of traditional classroom discourse, it was hypothesized and confirmed that TA-moderated groups would show more interaction. In a large undergraduate class using web-based discussions adjunctively, moderator status had a statistically significant effect, accounting for approximately 25% of the variance in interaction among all discussion groups. Several brief qualitative studies are included to help identify others factors that, with moderator status, can increase the likelihood of interaction and collaboration.

Citation

Nickel, T.B. Student-to-student interaction in online discussions: The role of moderator status. Ph.D. thesis, Utah State University. Retrieved June 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords