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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 (Engelska)Ingår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, nr 4, s. 408-421Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
InderScience Publishers, 2012. Vol. 8, nr 4, s. 408-421
Nyckelord [en]
co-moderation, general practice, GPs, medicine, healthcare, higher education, online learning communities, OLCs, web based communities, online communities, virtual communities, university students
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
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
Tillgänglig från: 2012-12-18 Skapad: 2012-12-17 Senast uppdaterad: 2020-01-31Bibliografiskt granskad

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