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Reconceptualizing the pedagogical value of student facilitation

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Reconceptualizing the pedagogical value of student facilitation. / Oztok, Murat.
In: Interactive Learning Environments, Vol. 24, No. 1, 01.2016, p. 85-95.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Oztok, M 2016, 'Reconceptualizing the pedagogical value of student facilitation', Interactive Learning Environments, vol. 24, no. 1, pp. 85-95. https://doi.org/10.1080/10494820.2013.817440

APA

Oztok, M. (2016). Reconceptualizing the pedagogical value of student facilitation. Interactive Learning Environments, 24(1), 85-95. https://doi.org/10.1080/10494820.2013.817440

Vancouver

Oztok M. Reconceptualizing the pedagogical value of student facilitation. Interactive Learning Environments. 2016 Jan;24(1):85-95. Epub 2013 Jul 22. doi: 10.1080/10494820.2013.817440

Author

Oztok, Murat. / Reconceptualizing the pedagogical value of student facilitation. In: Interactive Learning Environments. 2016 ; Vol. 24, No. 1. pp. 85-95.

Bibtex

@article{446cad65038a4f409c217b062384e8e0,
title = "Reconceptualizing the pedagogical value of student facilitation",
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.",
keywords = "student facilitation, legitimate peripheral participation, transactional distance, online learning, asynchronous threaded discussions",
author = "Murat Oztok",
year = "2016",
month = jan,
doi = "10.1080/10494820.2013.817440",
language = "English",
volume = "24",
pages = "85--95",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Reconceptualizing the pedagogical value of student facilitation

AU - Oztok, Murat

PY - 2016/1

Y1 - 2016/1

N2 - 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.

AB - 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.

KW - student facilitation

KW - legitimate peripheral participation

KW - transactional distance

KW - online learning

KW - asynchronous threaded discussions

U2 - 10.1080/10494820.2013.817440

DO - 10.1080/10494820.2013.817440

M3 - Journal article

VL - 24

SP - 85

EP - 95

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

IS - 1

ER -