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Student and tutor perspectives of on‐line moderation

Gary Packham, Paul Jones Orcid Logo, Brychan Thomas, Christopher Miller

Education + Training, Volume: 48, Issue: 4, Pages: 241 - 251

Swansea University Author: Paul Jones Orcid Logo

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DOI (Published version): 10.1108/00400910610671915

Abstract

The on‐line tutor or e‐moderator faces a diversity of new challenges, including instructional design, organisation, direct instruction and facilitating discourse. This study aims to contrast the views of students and tutors regarding what factors constitute effective e‐moderation in order to identif...

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Published in: Education + Training
ISSN: 0040-0912
Published: Emerald Publishing Ltd 2006
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URI: https://cronfa.swan.ac.uk/Record/cronfa44674
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spelling 2018-10-02T09:50:03.5138829 v2 44674 2018-10-02 Student and tutor perspectives of on‐line moderation 21e2660aaa102fe36fc981880dd9e082 0000-0003-0417-9143 Paul Jones Paul Jones true false 2018-10-02 BBU The on‐line tutor or e‐moderator faces a diversity of new challenges, including instructional design, organisation, direct instruction and facilitating discourse. This study aims to contrast the views of students and tutors regarding what factors constitute effective e‐moderation in order to identify key attributes of an on‐line tutor. A qualitative methodology was adopted. The research utilised a semi‐structured interview technique to collect data contrasting and comparing the views of 35 students and 35 tutors on the constituents of effective e‐moderation. The paper finds that from a student perspective the quality of feedback, student support and module management were key attributes of an effective e‐moderator. In contrast tutors argued that motivating students, including the provision of constructive feedback and developing an engaging on‐line persona were critical to successful e‐moderation. Comparison revealed that students and tutors have a broadly similar view to what constitutes effective on‐line moderation and any disparities related to how these groups tended to interact with the learning environment. Students were concerned primarily with how moderation enabled them to engage with the learning environment whereas tutors tended to discuss effective moderation in terms of factors that facilitated the learning process. Journal Article Education + Training 48 4 241 251 Emerald Publishing Ltd 0040-0912 E‐learning, Higher education, Students, Teachers 31 12 2006 2006-12-31 10.1108/00400910610671915 https://www.emeraldinsight.com/doi/full/10.1108/00400910610671915 COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2018-10-02T09:50:03.5138829 2018-10-02T09:50:03.5138829 Faculty of Humanities and Social Sciences School of Management - Business Management Gary Packham 1 Paul Jones 0000-0003-0417-9143 2 Brychan Thomas 3 Christopher Miller 4
title Student and tutor perspectives of on‐line moderation
spellingShingle Student and tutor perspectives of on‐line moderation
Paul Jones
title_short Student and tutor perspectives of on‐line moderation
title_full Student and tutor perspectives of on‐line moderation
title_fullStr Student and tutor perspectives of on‐line moderation
title_full_unstemmed Student and tutor perspectives of on‐line moderation
title_sort Student and tutor perspectives of on‐line moderation
author_id_str_mv 21e2660aaa102fe36fc981880dd9e082
author_id_fullname_str_mv 21e2660aaa102fe36fc981880dd9e082_***_Paul Jones
author Paul Jones
author2 Gary Packham
Paul Jones
Brychan Thomas
Christopher Miller
format Journal article
container_title Education + Training
container_volume 48
container_issue 4
container_start_page 241
publishDate 2006
institution Swansea University
issn 0040-0912
doi_str_mv 10.1108/00400910610671915
publisher Emerald Publishing Ltd
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url https://www.emeraldinsight.com/doi/full/10.1108/00400910610671915
document_store_str 0
active_str 0
description The on‐line tutor or e‐moderator faces a diversity of new challenges, including instructional design, organisation, direct instruction and facilitating discourse. This study aims to contrast the views of students and tutors regarding what factors constitute effective e‐moderation in order to identify key attributes of an on‐line tutor. A qualitative methodology was adopted. The research utilised a semi‐structured interview technique to collect data contrasting and comparing the views of 35 students and 35 tutors on the constituents of effective e‐moderation. The paper finds that from a student perspective the quality of feedback, student support and module management were key attributes of an effective e‐moderator. In contrast tutors argued that motivating students, including the provision of constructive feedback and developing an engaging on‐line persona were critical to successful e‐moderation. Comparison revealed that students and tutors have a broadly similar view to what constitutes effective on‐line moderation and any disparities related to how these groups tended to interact with the learning environment. Students were concerned primarily with how moderation enabled them to engage with the learning environment whereas tutors tended to discuss effective moderation in terms of factors that facilitated the learning process.
published_date 2006-12-31T03:56:00Z
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score 11.013148

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