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Design for co-moderation in online learning communities
Högskolan i Skövde, Institutionen för kommunikation och information.ORCID-id: 0000-0003-1403-5565
Department of Education, Communication and Learning, University of Gothenburg, Sweden.
2012 (engelsk)Inngår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, nr 4, s. 408-421Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article is to generate implications for organising co-moderation within online learning communities (OLCs) in higher education. Data have been collected from a larger empirical study of a professioinal OLC in general medicine. By using a social perspective on learning, undertaken as a transactional approach, co-moderation can be understood in shared actions, independently of roles. Results indicate how conditions for organising co-moderation emerge as a collaborative affair, by shifting the focus away from the moderator role towards continual discussions on how to participate online. The implications guide organisers and participants of OLCs to create co-moderation that maintains engagement. As students make progress in learning and online participation, they need to continually negotiate their involvement in such a way that further realises the contract created at the beginning of the course.

sted, utgiver, år, opplag, sider
InderScience Publishers, 2012. Vol. 8, nr 4, s. 408-421
Emneord [en]
co-moderation, general practice, GPs, medicine, healthcare, higher education, online learning communities, OLCs, web based communities, online communities, virtual communities, university students
HSV kategori
Forskningsprogram
Humaniora-samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:his:diva-6922DOI: 10.1504/IJWBC.2012.049557Scopus ID: 2-s2.0-84867481595OAI: oai:DiVA.org:his-6922DiVA, id: diva2:578385
Tilgjengelig fra: 2012-12-18 Laget: 2012-12-17 Sist oppdatert: 2020-01-31bibliografisk kontrollert

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