Reconceptualizing the Pedagogical Value of Student Facilitation
Interactive Learning Environments Volume 24, Number 1, ISSN 1049-4820
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.
Oztok, M. (2016). Reconceptualizing the Pedagogical Value of Student Facilitation. Interactive Learning Environments, 24(1), 85-95.
- asynchronous communication
- case studies
- computer mediated communication
- Constructivism (Learning)
- Facilitators (Individuals)
- Foreign Countries
- Graduate students
- Interpersonal Communication
- Learning Processes
- Likert Scales
- Mixed Methods Research
- online courses
- Online Surveys
- Student Surveys
- Synchronous Communication
Cited ByView References & Citations Map
Authentic Online Discussions: A Narrative Inquiry into Sharing Leadership and Facilitation among Teachers and Students
Ana-Paula Correia, Cara A. North, Ceren Korkmaz, Vicki Simmerman & Karen Bruce Wallace, The Ohio State University, United States
International Journal on E-Learning Vol. 18, No. 2 (April 2019) pp. 165–189
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