When they counted the hours online, moderators were spending more time than they had originally thought they were working. They were surprised to learn how m uch time they actually spend online, but noted that it is difficult to distinguish between personal time online and time spent moderating projects. Moderators spend extensive time online with little formal evaluation or feedback. They rely on their own evaluation or on feedback from the members of their projects more often than surveys or written evaluations. Other moderators indicate that they view increased participation as a measure of successful projects.
Moderators enjoy the community that develops during a project.
This enjoyment as well as a sense of responsibility propels them to provide as much technical support and training assistance as possible. Whether such support is defined in the role or not, the camaraderie that develops compels moderators to become vital assistants, especially to newcomers. Moderators serve a valuable role in leading and perpetuating educational telecommunication projects. Numerous coordinating tasks can be alleviated or simplified through the development of online tools for moderators and training. Tools should also provide simplified mail creation and distribution, as well as a database for information gathering and management.