Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course

This study presents a case study of asynchronous online discussions’ (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheun...

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Autores principales:	Hajar Ghadirian, Ahmad Fauzi Mohd Ayub, Kamariah Binti Abu Bakar, Maryam Hassanzadeh
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	Threaded discussions AOD thread development e-moderating patterns of growth Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/8b3bc4ad589d45558500a3b6528bf7f9
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spelling	oai:doaj.org-article:8b3bc4ad589d45558500a3b6528bf7f92021-12-02T19:25:28ZGrowth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course10.19173/irrodl.v17i3.23971492-3831https://doaj.org/article/8b3bc4ad589d45558500a3b6528bf7f92016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2397https://doaj.org/toc/1492-3831 This study presents a case study of asynchronous online discussions’ (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheung (2009), growth patterns of thirty-six forums were explored on three patterns: Short Thread Pattern (SHTP), Extended Thread Pattern (ETP), and Split Thread Pattern (STP). The impact of peer moderating supports on thread growth was also investigated. Types of peer moderators’ supports were explored utilizing a coding scheme from Smet, Keer, Wever, and Valcke’s (2010) study. STP pattern was found to be more common than the other patterns with 74 (37.94%) out of 195 threaded discussions growing on it. The results also showed that, compared to SHTP, in both STP and ETP the occurrences of ‘Information exchange’ and ‘Knowledge construction’ supports appeared to be more, while the presences of supports stimulating ‘Development’, ‘Access and motivation’ and ‘Socialization’ were less. Furthermore, the use of ‘Access and motivation’ and ‘Socialization’ supports appeared to enhance early thread termination when used individually. Thread continuity was reinforced by the use of ‘Knowledge construction’ support with other moderating supports. Hajar GhadirianAhmad Fauzi Mohd AyubKamariah Binti Abu BakarMaryam HassanzadehAthabasca University PressarticleThreaded discussionsAODthread developmente-moderatingpatterns of growthSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Threaded discussions AOD thread development e-moderating patterns of growth Special aspects of education LC8-6691
spellingShingle	Threaded discussions AOD thread development e-moderating patterns of growth Special aspects of education LC8-6691 Hajar Ghadirian Ahmad Fauzi Mohd Ayub Kamariah Binti Abu Bakar Maryam Hassanzadeh Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
description	This study presents a case study of asynchronous online discussions’ (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheung (2009), growth patterns of thirty-six forums were explored on three patterns: Short Thread Pattern (SHTP), Extended Thread Pattern (ETP), and Split Thread Pattern (STP). The impact of peer moderating supports on thread growth was also investigated. Types of peer moderators’ supports were explored utilizing a coding scheme from Smet, Keer, Wever, and Valcke’s (2010) study. STP pattern was found to be more common than the other patterns with 74 (37.94%) out of 195 threaded discussions growing on it. The results also showed that, compared to SHTP, in both STP and ETP the occurrences of ‘Information exchange’ and ‘Knowledge construction’ supports appeared to be more, while the presences of supports stimulating ‘Development’, ‘Access and motivation’ and ‘Socialization’ were less. Furthermore, the use of ‘Access and motivation’ and ‘Socialization’ supports appeared to enhance early thread termination when used individually. Thread continuity was reinforced by the use of ‘Knowledge construction’ support with other moderating supports.
format	article
author	Hajar Ghadirian Ahmad Fauzi Mohd Ayub Kamariah Binti Abu Bakar Maryam Hassanzadeh
author_facet	Hajar Ghadirian Ahmad Fauzi Mohd Ayub Kamariah Binti Abu Bakar Maryam Hassanzadeh
author_sort	Hajar Ghadirian
title	Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
title_short	Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
title_full	Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
title_fullStr	Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
title_full_unstemmed	Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
title_sort	growth patterns and e-moderating supports in asynchronous online discussions in an undergraduate blended course
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/8b3bc4ad589d45558500a3b6528bf7f9
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Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course

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