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dc.contributor.authorZhong, Dr. Qunyan ( Maggie)
dc.contributor.authorNorton, Howard
dc.date.accessioned2020-02-19T00:38:31Z
dc.date.available2020-02-19T00:38:31Z
dc.date.issued2019
dc.identifier.issn2185-3762
dc.identifier.urihttps://hdl.handle.net/10652/4885
dc.description.abstractWhilst 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.en_NZ
dc.language.isoenen_NZ
dc.publisherKanda University of International Studies (KUIS)en_NZ
dc.relation.urihttp://sisaljournal.org/archives/dec19/zhong_nortonen_NZ
dc.rightsSiSAL 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.en_NZ
dc.subjectsynchronous online discussion forumsen_NZ
dc.subjectstudent facilitation strategiesen_NZ
dc.subjectstudent facilitatorsen_NZ
dc.subjectstudent-moderated discussionen_NZ
dc.subjectpeer feedbacken_NZ
dc.titleExploring the roles and facilitation strategies of online peer moderatorsen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2020-02-04T13:30:10Z
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.identifier.bibliographicCitationZhong, Q., & Norton, H. (2019). Exploring the Roles and Facilitation Strategies of Online Peer Moderators. Studies in Self-Access Learning Journal, 10 (4), 379-400.en_NZ
unitec.publication.spage379en_NZ
unitec.publication.lpage400en_NZ
unitec.publication.volume10en_NZ
unitec.publication.issue4en_NZ
unitec.publication.titleStudies in Self-Access Learning Journalen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms64785en_NZ
unitec.identifier.roms64798en_NZ
unitec.publication.placeChiba, Japanen_NZ
unitec.institution.studyareaLanguage Studies


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