The Effects of Trained Moderation in Online Asynchronous Distance Learning.

Online computer conferences used to assist distance learning courses often fail because the moderator-usually the instructor responsible for the conference-is not properly trained in techniques that build a community of learners. It has often been assumed that the skills required to create a vibrant classroom discussion translate easily to an online forum. This has rarely been the case. This study utilized the qualitative methods of grounded theory and narrative research to explore how a moderator, after . undergoing training, would affect students in one of three segregated computer conferences supporting an online course. The training was based on both the academic literature on educational computer conference moderation and situational examples taken from the experiences of online moderators. The students' experiences with the trained moderator were compared with those students in the other two computer conferences without a trained moderator. The data analyzed were comprised of the messages collected from the three computer conferences, selected interviews, extensive journals written by the researcher, and an online survey. The study also considered the problems and pressures stemming from unclear policies for constructing an online course in an environment of overlapping departmental mandates. These mandates resulted in more emphasis being given to putting courses online than the choice of the most appropriate pedagogy. The results indicated that a trained moderator had a positive effect on computer conferences as community of support and warmth was built, while another group, without such a moderators, constructed a community based on group dissent. No community of any sort was found in the third group. (Contains 32 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. The Effects Of Trained Moderation In Online Asynchronous Distance Learning David Winograd State University of New York College at Potsdam Abstract Online computer conferences used to assist distance learning courses often fail because the moderator usually the instructor responsible for the conferenceis not properly trained in techniques that build a community of learners. It has often been assumed that the skills required to create a vibrant classroom discussion translated easily to an online forum. This has been rarely the case. This study utilized the qualitative methods of grounded theory and narrative research to explore how a moderator, after undergoing training, would affect students in one of three segregated computer conferences supporting an online course. The training was based on both the academic literature on educational computer conference moderation and situational examples taken from the experiences of online moderators. The students' experiences with the trained moderator were compared with those students in the other two computer conferences without a trained moderator. The data analyzed were comprised of the messages collected from the three computer conferences, selected interviews, extensive journals written by the researcher, and an online survey.Online computer conferences used to assist distance learning courses often fail because the moderator usually the instructor responsible for the conferenceis not properly trained in techniques that build a community of learners. It has often been assumed that the skills required to create a vibrant classroom discussion translated easily to an online forum. This has been rarely the case. This study utilized the qualitative methods of grounded theory and narrative research to explore how a moderator, after undergoing training, would affect students in one of three segregated computer conferences supporting an online course. The training was based on both the academic literature on educational computer conference moderation and situational examples taken from the experiences of online moderators. The students' experiences with the trained moderator were compared with those students in the other two computer conferences without a trained moderator. The data analyzed were comprised of the messages collected from the three computer conferences, selected interviews, extensive journals written by the researcher, and an online survey. The study also considered the problems and pressures stemming from unclear policies for constructing an online course in an environment of overlapping departmental mandates. These mandates resulted in more emphasis being given to putting courses online than the choice of the most appropriate pedagogy. The results indicated that a trained moderator had a positive effect on computer conferences as a community of support and warmth was built; while another group, without such a moderator, constructed a community based on group dissent. No community of any sort was found in the third group. Overview of the Problem The rush to get online can find teachers in the position of having an excellent command of classroom pedagogy but without a full complement of the skills needed to make the most of the technologies and conventions of online distance learning. It is not unusual for there to be no clear policy to educate teachers in this regard. Frequently asynchronous Internet courses contain a computer conference wherein the class can communicate with each other. A computer conference is used as an online equivalent of classroom discussion, a place where students can participate in collaborative work and carry on other activities. Historically, the moderating of such conferences have been the responsibility of the teacher or assigned to a student to manage (Murphy, Cifuentes, Yakimovicz, Segur, Mahoney, & Kodali, 1996). An incorrect but frequently made assumption is that the ability to lead an exhilarating classroom discussion translates well to leading an online discussion. A common occurrence in computer conferencing is that the teacher poses a few questions to the group, and no one responds. Often, the conference becomes unused to the bewilderment of the teacher. Managing interaction in a distance learning environment requires different skills than in a traditional classroom (Inman & Kerwin, 1999). It is widely assumed that students will use an online conferencing system just because it is available. This is not the case. The Apple Classroom of Tomorrow study put computers in schools for ten years as an exploratory experiment. Researchers believed that merely having technology available would increase learning. They were disappointed to find that it did not. Instead, they found that technology, by itself, does nothing. Rather than being a panacea, technology should be regarded as nothing more than a tool that has the potential to enhance innovative thinking (Sandholtz, Ringstaff, & Dwyer, 1997). It is the same with Internet based instruction. Students often experience isolation due to the lack of the usual social aspects of a classroom (Ahern, 1995). The immediacy of interactions between instructor and student as well as among students is diminished because asynchronous communication can take days or even weeks between the time a question is asked or a point is made, and the student receiving feedback. This time lag can leave students feeling ignored (Eastmond, 1995). Attrition in distance learning courses is higher than their face-to-face counterparts, sometimes much higher (Carr, 2000; Cheng, kr) Lehman, & Armstrong, 1991; Jewett, 1997; Noble, 1998). Studies report that completion rates of students in traditional face-to-face classes can be as high as 60% greater than online classes. This determined that the use of trained moderators did alleviate a number of these problems. U.S. DEPARTMENT OF EDUCATION Of fice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS This document has been reproduced as received from the person or organization BEEN GRANTED BY originating it. 0 Minor changes have heen made to improve reproduction quality. M. Simonson 462 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 2 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Intent of the Study The intent of the study was to explore how the use of a trained moderator affected both the students and instructor of an Internet based distance learning class. The moderator underwent training based on academic literature on educational computer conference moderation and examples taken from the experiences of online