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The Affective Aspect of Moderator’s Role Conception and Enactment by Teachers in A-Synchronous Learning Discussion Groups
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, Centre of Educational Technology, Israel

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The affective aspect of the role reflects the ways in which the moderator uses "tone" and sets the atmosphere of on-line interactions. Previous studies have concentrated on academic moderators, while this study turns to a-synchronic discussion groups on literature, for 5th and 6th grade students, as led by A and R, two elementary school teachers. The research which this paper presents a part of holds two case studies. Data gathered from Internet logs and in-depth interviews with teachers was analyzed, using both qualitative and quantitative methods in order to characterize and interpret separately and comparatively A and R's role conception and enactment. The findings show the shaping of two personae: A's easy-going and worm, and R's formal and judgmental one. The research shows teachers meeting challenges unique to e-teaching. It calls for a dialogue with teachers clarifying advantages of technology-mediated and FTF environments, so teachers can operate confidently in both.

Citation

Ben-Ami, O. (2004). The Affective Aspect of Moderator’s Role Conception and Enactment by Teachers in A-Synchronous Learning Discussion Groups. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2831-2837). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved June 5, 2020 from .

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