A Systematic Review of Research on Moderators in Asynchronous Online Discussions

Ahlf, Michael; McNeil, Sara

doi:10.24059/olj.v27i1.3381

Cited by 5 publications

(5 citation statements)

References 46 publications

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“…The historical overview of moderation in the field of online discussion in the initial pages of this article may prove as valuable to people reading this article as the actual research results from this systematic review of moderation in AODs. As Ahlf and McNeil (2023) highlight, the frameworks and models cited from leading AOD scholars such as Gilly Salmon, Andrew Feenberg, Zane Berge, and Panos Vlachopoulus have been effectively utilized for decades. Ironically, when the AOD field arose four decades ago, it quickly attracted researchers and theorists who designed frameworks that have withstood the tests of time.…”

Section: Role Of Moderators In Asynchronous Online Discussionmentioning

confidence: 99%

“…There is much to reflect on in the Ahlf and McNeil (2023) article. For instance, the article forces one to consider the history of the field and the shifting nature of the countries of the researchers conducting research on AOD moderation.…”

Section: Role Of Moderators In Asynchronous Online Discussionmentioning

confidence: 99%

“…Using these themes, the authors discuss challenges and offer recommendations for how online courses could better meet the needs of first-generation and underrepresented minoritized students. Ahlf and McNeil (2023) provide an overview of the research on the moderator's role in asynchronous online discussions (AODs). They appropriately note the wide diversity in research questions as well as in research designs, areas targeted in that research, and overall outcomes.…”

Section: First-generation and Underrepresented Minoritized Studentsmentioning

confidence: 99%

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Systematic Reviews of Research on Online Learning: An Introductory Look and Review

Martin

Dennen²,

Bonk³

2023

OLJ

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In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning.

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Section: Role Of Moderators In Asynchronous Online Discussionmentioning

confidence: 99%

Section: Role Of Moderators In Asynchronous Online Discussionmentioning

confidence: 99%

Section: First-generation and Underrepresented Minoritized Studentsmentioning

confidence: 99%

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Systematic Reviews of Research on Online Learning: An Introductory Look and Review

Martin

Dennen²,

Bonk³

2023

OLJ

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“…• learner characteristics • personal environment • course environment Ahlf and McNeil's (2023) overview of 52 studies into the moderator's role in asynchronous online discussion provides a taxonomy of roles, underlines the long history of research in this area, the variety of types of research (single case studies, experimental, qualitative in that order), and the importance of the topic in terms of the implications of the roles that moderators assume for successful course designs and outcomes.…”

Section: People Focusmentioning

confidence: 99%

EJEL Editorial 2023: Trends and Research Gaps in e-Learning

Charbonneau-Gowdy,

Cubric,

Pechenkina

et al. 2023

EJEL

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International students in AustraliaEducation equality, accessibility, and inclusion HE Metruk, 2021 EFL students in SlovakiaPerceived benefits and challenges in use of smartphones for learning HE Adzima (2021) explores academic dishonesty, specifically online cheating, in higher education. It discusses the factors contributing to online cheating, perceptions of cheating among students and faculty, prevalence comparisons between online and classroom settings, and differences in cheating behavior in proctored and nonproctored environments. The paper includes a clear definition of academic cheating and highlights the challenges of monitoring online cheating due to the absence of physical proctoring. The methodology employed a systematic literature review, resulting in 63 relevant articles out of an initial pool of 242. The findings indicate that some students view cheating as a means of maintaining fairness, while others cite time constraints as a justification. The absence of face-to-face contact is identified as a significant factor contributing to online cheating. The author recognizes situational factors and perceptions as influential in dishonest behavior and highlights the need for tailored approaches to address online cheating.Al Rawashdeh et al. (2021) examine the advantages, disadvantages, and barriers to effective e-Learning in higher education in the United Arab Emirates (UAE). Conducted with a random sample of 100 students from Ajman University in 2018/2019, the survey captures students' experiences and attitudes towards e-Learning. Key findings indicate positive aspects such as increased engagement with course material (81% of participants) and enhanced interactions with peers and teachers (80% of participants). However, students also identified disadvantages, including social isolation (73% of participants) and challenges related to digital illiteracy. The authors emphasize the importance of understanding student experiences to inform educational practices. Practical implications include offering preparatory courses for prospective e-learners and improving resources and infrastructure to support successful e-Learning. Alsalhi et al. (2021)conducted a study to examine the impact of blended learning on students' achievement.The research employed a quasi-experimental design and involved 116 dentistry students from Ajman University (UAE), who were divided into traditional and blended learning groups. The study's findings provided valuable empirical evidence, indicating that blended learning had a positive effect, especially for female students. These findings contribute to our understanding of the benefits of blended learning in a different context, namely the UAE.The paper by Bumblauskas and Vyas (2021) showcases an example of the application of Problem-Based Learning

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“…Calls for more post pandemic research into teachers and their practices is a common theme in these reviews. Gaps cited in these reviews call, for example, more research connected to teachers' professional development opportunities to teach in online spaces (Wright et al, 2023;Doo et al, 2023), to the roles teachers assume when it comes to developing successful course designs, measuring outcomes and dealing with discord (Ahlf and McNeil, 2023), research into teacher agency (Dennen, 2022), into teachers' practices in the areas of assessment (Heil and Ifenthaler, 2023), into their innovative practices in the use of technologies (Zhang et al, 2022) to promote intersubjectivity and engagement (Dennen et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Lasting Effects: What the Post Pandemic Return to In-person Teaching Tells Us About the State of e-Learning and its Future Trajectory

Charbonneau-Gowdy,

Frenzel

2023

ECEL

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An outpouring of studies on the forced move to distance learning during the COVID-19 pandemic has revealed deep concerns with teaching and learning online. Yet, now that most learning is returning to pre-pandemic environments, it seems naive to assume that teachers and learners in these settings, are, or will ever be, the same. A deeper understanding of the impact of those online experiences on teachers and learners before, during and immediately after the pandemic can provide insight into how to move forward in our educational systems, where technology is increasingly implicated. The conceptual framework of the study was based on the three key features of contemporary e-learning theory: learner-centred, community-based, constructivist-driven. We mapped this framework against course design, teaching approach and the use of technology to conceptualize the conditions that existed in returning to in-person teaching in a blended learning setting. This framework uncovers the developments, constraints, openness, and fears of a group of Higher Education (HE) EFL Chilean teachers in leading students into technology-enhanced, 21st century learning environments. A qualitative case study methodology was employed. Findings are based on written responses to an 8-item open questionnaire (n=32) and individual, oral-based (n=13) interviews along with field notes. Evidence of a significant advancement in digital literacy skills on the part of teachers, and indeed students was uncovered. Untypical in the Chilean educational context, a strong shift towards valuing more social constructivist teaching practices and an awareness of the importance of fostering relationship-building in learning ecologies, both in person and online, was also revealed. Changes attributed to both positive experiences online and reactions to negative ones, bode well for those long seeking a shift away from a traditional educational mindset that existed prior to the pandemic. At the same time, the findings that reveal hesitancy and in some cases fear of the rapidly encroaching new technologies, especially Artificial Intelligence (AI) tools, indicate that for some teachers the embrace of technology has its limits. We discuss both encouraging and more concerning results in terms of the insight they offer and their implications for further e-learning research and for educational stakeholders operating in increasingly technology-dependent learning spaces.

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A Systematic Review of Research on Moderators in Asynchronous Online Discussions

Cited by 5 publications

References 46 publications

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

EJEL Editorial 2023: Trends and Research Gaps in e-Learning

Lasting Effects: What the Post Pandemic Return to In-person Teaching Tells Us About the State of e-Learning and its Future Trajectory

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