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Design for Co-moderation in Online Learning Communities
University of Skövde.ORCID-id: 0000-0003-1403-5565
Göteborg University.
2012 (engelsk)Inngår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, ISSN 1477-8394 (print), Vol. 8, nr 4, s. 408-421Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article is to generate implications for organising co-moderation within online learning communities (OLCs) in higher education. Data have been collected from a larger empirical study of a professional OLC in general medicine. By using a social perspective on learning, undertaken as a transactional approach, co-moderation can be understood in shared actions, independently of roles. Results indicate how conditions for organising co-moderation emerge as a collaborative affair, by shifting the focus away from the moderator role towards continual discussions on how to participate online. The implications guide organisers and participants of OLCs to create co-moderation that maintains engagement. As students make progress in learning and online participation, they need to continually negotiate their involvement in such a way that further realises the contract created at the beginning of the course.

sted, utgiver, år, opplag, sider
2012. Vol. 8, nr 4, s. 408-421
Emneord [en]
Co-moderation; general practice; GPs; medicine; healthcare; higher education; online learning communities; OLCs; web based communities; online communities; virtual communities; university students.
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Pedagogik
Identifikatorer
URN: urn:nbn:se:hv:diva-9917DOI: 10.1504/IJWBC.2012.049557OAI: oai:DiVA.org:hv-9917DiVA, id: diva2:971734
Tilgjengelig fra: 2016-09-19 Laget: 2016-09-19 Sist oppdatert: 2017-11-21bibliografisk kontrollert

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