Home > Research > Publications & Outputs > Student Moderators in Asynchronous Online Discu...

Electronic data

  • q

    Accepted author manuscript, 114 KB, PDF document

    Available under license: None

Links

View graph of relations

Student Moderators in Asynchronous Online Discussion: Scaffolding Their Questions

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Published
  • Daniel Zingaro
  • Alexandra Makos
  • Sadia Sharmin
  • Linsday Wang
  • Antoine Despres-Bedward
  • Murat Oztok
Close
Publication date1/11/2017
Host publicationEdMedia: World Conference on Educational Media and Technology
Place of PublicationWaynesville, NC
PublisherAssociation for the Advancement of Computing in Education (AACE)
Pages198-202
Number of pages5
ISBN (Print)9781939797292
Original languageEnglish

Abstract

Asynchronous computer-mediated conferencing (CMC) courses rely on sustained threaded discourse to encourage student learning. One successful approach for engaging students is through the use of peer moderators, whose goals are to focus and sustain the discussion, challenge students, and synthesize and summarize shared accomplishments.
Peer moderators typically begin by posing thought-provoking questions to their peers, and it is known that different types of questions are differentially effective for generating higher-order discussion. However, prior literature suggests that students use very few question types, and tend to use types that have been linked to low levels of learning. In this research, we scaffold the questioning process, and then investigate the use and impacts of question type on resultant higher-order thinking. We find that the scaffolding led to a rich variety of question types, and that the evidence suggests new research directions for both Application and Course Link questions.