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Reconceptualizing the Pedagogical Value of Student Facilitation
ARTICLE

Interactive Learning Environments Volume 24, Number 1, ISSN 1049-4820

Abstract

Sustained discourse is critical to the learning potential of online courses. And, while research has surfaced many factors that mediate interaction, it further suggests that sustained interaction remains elusive. In this paper, I propose that student facilitation may have an impact on the quality of facilitators' interactions following a week of moderating a course discussion. Through a survey of students in two post-secondary online courses, the results suggest that moderation fosters understanding of online learning processes and enhances interaction with others and content. I therefore suggest that moderation acts to inculcate students into the social fabric of an online course, prior to which their role and performance is ill-defined.

Citation

Oztok, M. (2016). Reconceptualizing the Pedagogical Value of Student Facilitation. Interactive Learning Environments, 24(1), 85-95. Retrieved August 22, 2019 from .

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