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Reconceptualizing the pedagogical value of student facilitation

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>01/2016
<mark>Journal</mark>Interactive Learning Environments
Issue number1
Volume24
Number of pages11
Pages (from-to)85-95
Publication statusPublished
Early online date22/07/13
Original languageEnglish

Abstract

Sustained discourse is critical to the learning potential of online courses. And, while research has surfaced many factors that mediate interaction, it further suggests that sustained interaction remains elusive. In this paper, I propose that student facilitation may have an impact on the quality of facilitators' interactions following a week of moderating a course discussion. Through a survey of students in two post-secondary online courses, the results suggest that moderation fosters understanding of online learning processes and enhances interaction with others and content. I therefore suggest that moderation acts to inculcate students into the social fabric of an online course, prior to which their role and performance is ill-defined.