Who exactly is the moderator? A consideration of online knowledge management network moderation in educational organisations

Gairín, Joaquìn; Gómez, David Rodríguez; Asparó, Carme Armengol

doi:10.1016/j.compedu.2010.01.016

Cited by 29 publications

(11 citation statements)

References 13 publications

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“…This study lends support to those findings. Through their research, Gairín-Sallán et al (2010) delineated the specific functions of the moderator, including the organizational function, the intellectual function, the social function, and the technological function. Cross-case findings from this study affirm Gairín-Sallán et al's delineation of the four functions of the moderator and further suggest that the technological function is the least critical.…”

Section: The Role Of the Moderatormentioning

confidence: 99%

Cultivating Knowledge Sharing and Trust in Online Communities for Educators

Booth

2012

Journal of Educational Computing Research

104

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Innovative uses of technology to support teacher learning are emerging through professional learning communities that leverage social networking technologies. The value of an online community for educators lies in the rich and open exchange of ideas, experiences, and resources where educators feel both respected and supported. Yet among the most difficult challenges faced by online communities is fostering and sustaining knowledge sharing and trust. The purpose of this qualitative case study was to examine in-depth successful online learning communities for K-12 educators to better understand ways in which knowledge sharing and trust are cultivated and supported. Cross-case findings indicate knowledge sharing and trust were cultivated and sustained through a clear purpose and common identity, multiple options and opportunities for social learning, the active involvement of an experienced and credible moderator, as well as modeling and enforcement of appropriate online behavior.

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Section: The Role Of the Moderatormentioning

confidence: 99%

Cultivating Knowledge Sharing and Trust in Online Communities for Educators

Booth

2012

Journal of Educational Computing Research

104

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“…So an implementation registry supports each community of practice by embedding each community in a learning network in which employees of organizations voluntarily unite around a common purpose (e.g., improved transitions of care or medical home models) and interconnect to acquire, organize, and share their know-how. VCoPs are often moderated or facilitated by designated trained individuals or small teams of people, a function which seem important to their continued operation [18].…”

Section: Virtual Communities Of Practicementioning

confidence: 99%

If we only knew what we know: principles for knowledge sharing across people, practices, and platforms

Dearing

Greene

Stewart

et al. 2011

Behav. Med. Pract. Policy Res.

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The improvement of health outcomes for both individual patients and entire populations requires improvement in the array of structures that support decisions and activities by healthcare practitioners. Yet, many gaps remain in how even sophisticated healthcare organizations manage knowledge. Here we describe the value of a trans-institutional network for identifying and capturing how-to knowledge that contributes to improved outcomes. Organizing and sharing on-the-job experience would concentrate and organize the activities of individual practitioners and subject their rapid cycle improvement testing and refinement to a form of collective intelligence for subsequent diffusion back through the network. We use the existing Cancer Research Network as an example of how a loosely structured consortium of healthcare delivery organizations could create and grow an implementation registry to foster innovation and implementation success by communicating what works, how, and which practitioners are using each innovation. We focus on the principles and parameters that could be used as a basis for infrastructure design. As experiential knowledge from across institutions builds within such a system, the system could ultimately motivate rapid learning and adoption of best practices. Implications for research about healthcare IT, invention, and organizational learning are discussed.

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“…Some experts propose the figure of the online moderator (Gairín-Sallán et al, 2010) or an online coordinator (Ernest & Hopkins, 2006), which facilitates and promotes the permanence of members in the group.…”

Section: The Role Of Online Coordinationmentioning

confidence: 99%

“…The literature review in this particular field has been associated to an online moderator (Gairín-Sallán et al, 2010) or an online instructor (Gray, 2004). Salmon (2000) renames instructors as "e-moderators".…”

Section: Introduction and Current Statusmentioning

confidence: 99%

Teacher collaboration network in Higher Education: reflective visions from praxis

Fontanillas

Catasús

Sangrà

2015

Innovations in Education and Teaching International

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Online collaboration is a relevant teaching method and has become a priority in education and research. In addition, it is becoming an essential skill for teachers. Taking this fact into consideration, this study focuses on online collaboration from the teachers' perspective. The participants of our research develop their training activity in a fully online university and have teaching experience in online collaborative processes. Based on a case study methodology, the aim of this research is to develop an in-depth understanding of online collaborative hands-on experiences in context through their perceptions. The results provide evidence of the value of online teacher collaboration, which is useful not only for the improvement and innovation in their teaching, but also for their professional development and updating. It also highlights the value of online coordination to facilitate and promote the exchange of information and collaborative knowledge building for teacher-teacher collaboration.

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Who exactly is the moderator? A consideration of online knowledge management network moderation in educational organisations

Cited by 29 publications

References 13 publications

Cultivating Knowledge Sharing and Trust in Online Communities for Educators

Cultivating Knowledge Sharing and Trust in Online Communities for Educators

If we only knew what we know: principles for knowledge sharing across people, practices, and platforms

Teacher collaboration network in Higher Education: reflective visions from praxis

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