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Explorations into Teacher Moderating and Student Engagement in a Unique Synchronous Environment
PROCEEDINGS

, Michigan State University, United States ; , Indiana University and SurveyShare, Inc., United States ; , Michigan State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

There is a significant gap in the research on teacher online moderation as well as in student engagement online. In response, this study explores the linkages between forms of teacher moderating and student behavioral, emotional, and intellectual engagement in a college course on Interpersonal Communications and Relations. Transcripts of students on small and large group activities were analyzed for 11 weeks of this online course. Teacher moderation was examined from both a qualitative and quantitative perspective. Among the areas of most interest were idea generation, student collaboration, meaning construction, and the transactional nature of the relationship between teacher moderating and student engagement. The implications of this study for instructors, tool designers, researchers, and policy makers are discussed.

Citation

Shi, S., Bonk, C.J. & Mishra, P. (2004). Explorations into Teacher Moderating and Student Engagement in a Unique Synchronous Environment. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2935-2940). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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