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    Exploring the roles and facilitation strategies of online peer moderators

    Zhong, Dr. Qunyan ( Maggie); Norton, Howard

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    facilitation_strategies_2019.pdf (295.1Kb)
    Date
    2019
    Citation:
    Zhong, Q., & Norton, H. (2019). Exploring the Roles and Facilitation Strategies of Online Peer Moderators. Studies in Self-Access Learning Journal, 10 (4), 379-400.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4885
    Abstract
    Whilst peer facilitation is deemed to be a beneficial alterative strategy in an asynchronous online discussion, a review of the literature indicates that previous studies have primarily focused on the instructor as the facilitator. Inquiries into the roles that student facilitators perform and strategies they deploy to promote meaningful dialogues and participation in a student-led online discussion board have not been widely explored. Using posted messages of seven student facilitators in a peer-moderated online discussion forum, this study aimed to address the gap in the literature. Content analysis of the data revealed that the student moderators played four major roles during the discussions: 1) a knowledge constructor who actively engaged in a collective inquiry and contributed to a deeper understanding of a subject matter; 2) a team builder who expended considerable efforts to create group cohesion to achieve their learning objectives as a team; 3) a motivator who encouraged and inspired team members to engage in and contribute to the discussion; 4) an organiser who managed and monitored each phase of the discussion and orchestrated the subsequent group oral presentation. The findings suggest that assigning students to lead online discussions is an effective strategy to foster learner autonomy and nurture student leaders. The paper concludes with pedagogical implications and directions for future research.
    Keywords:
    synchronous online discussion forums, student facilitation strategies, student facilitators, student-moderated discussion, peer feedback
    ANZSRC Field of Research:
    130306 Educational Technology and Computing
    Copyright Notice:
    SiSAL Journal is an open access, peer-reviewed, quarterly publication for those interested in the field of self-access language learning. The articles reflect the ongoing contributions to the field and are aimed at international researchers and practitioners. The scope of the journal incorporates self-access learning and skills support centers which aim to promote learner autonomy.
    Available Online at:
    http://sisaljournal.org/archives/dec19/zhong_norton
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Language Studies Journal Articles [22]

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