Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions

• Main Authors: Ghadirian, Hajar, Mohd Ayub, Ahmad Fauzi, Salehi, Keyvan
• Format: Article
• Language: English
• Published: Taylor & Francis 2018
• Online Access: http://psasir.upm.edu.my/id/eprint/54115/1/Students%E2%80%99%20perceptions%20of%20online%20discussions%2C%20participation%20and%20e-moderation%20behaviours%20in%20peer-moderated%20asynchronous%20online%20discussions.pdf; http://psasir.upm.edu.my/id/eprint/54115/; https://www.tandfonline.com/doi/abs/10.1080/1475939X.2017.1380695
• Institution: Universiti Putra Malaysia

The aim of this study was to investigate the relationships between students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Using survey data, the learning system’s activity log and discussion transcripts, the authors analysed how 84 learners’ perceptions of online discussions influenced their participation and e-moderation behaviours. The results showed that Cognitive and Skill II (critical thinking skills) perceptual aspects significantly influenced the quantity posting and participation patterns. Meanwhile, Skill I (reading and writing skills) and Efficacy were critical factors that influenced quantity non-posting participation. It was also found that the perceptual aspects significantly influenced learners’ e-moderation behaviours to the extent that Affection and Efficacy were critical factors that influenced lower-level e-moderation supports, while Cognition, Affection and Skill II were critical factors that influenced higher-level e-moderation supports. All e-moderation supports were found to be correlated with peers’ quantity posting and participation patterns, except for Access and motivation support.