Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
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 a...
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Taylor & Francis
2018
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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 |
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my.upm.eprints.541152019-10-22T04:06:35Z http://psasir.upm.edu.my/id/eprint/54115/ Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions Ghadirian, Hajar Mohd Ayub, Ahmad Fauzi Salehi, Keyvan 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. Taylor & Francis 2018 Article PeerReviewed text en 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 Ghadirian, Hajar and Mohd Ayub, Ahmad Fauzi and Salehi, Keyvan (2018) Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Technology, Pedagogy and Education, 27 (1). pp. 85-100. ISSN 1475-939X; ESSN: 1747-5139 https://www.tandfonline.com/doi/abs/10.1080/1475939X.2017.1380695 10.1080/1475939X.2017.1380695 |
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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. |
format |
Article |
author |
Ghadirian, Hajar Mohd Ayub, Ahmad Fauzi Salehi, Keyvan |
spellingShingle |
Ghadirian, Hajar Mohd Ayub, Ahmad Fauzi Salehi, Keyvan Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions |
author_facet |
Ghadirian, Hajar Mohd Ayub, Ahmad Fauzi Salehi, Keyvan |
author_sort |
Ghadirian, Hajar |
title |
Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions |
title_short |
Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions |
title_full |
Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions |
title_fullStr |
Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions |
title_full_unstemmed |
Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions |
title_sort |
students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions |
publisher |
Taylor & Francis |
publishDate |
2018 |
url |
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 |
_version_ |
1651869070559019008 |