Review by: Hasanbegovic, Jasmina (2004-07-22)

Using a focused, evaluative literature review, this article describes a method that was developed for moderators to track three kinds of interaction needed in educational, online discussions for business students. The so-called moderators assessment matrix provides moderators a framework by which they can sort information about learning activities. At the same time summaries of information tracked with this matrix can offer professional practise and development through self-reflection, a guide for novice moderators and/or a formative evaluation method for instructional design.

Looking for a way to enable teachers to record educational interaction in computer-mediated environments in a manner that they could gauge the stage their class had reached, the author interrogated existing literature for information on the possibilities to track students’ educational interactions. In a first step he formulated the problem space by selecting significant criteria for his research purpose. The educational context was limited to the so-called “Wrap Around Model” where the materials for the subject (postgraduates) were tailor made for online delivery of business education. The educational principles had to follow the ideas behind constructivist learning theory. Furthermore, the author defined the review through business educations’ reliance on individual learning, teamwork and knowledge reflection and development. Another precondition for the review process resulted from the standpoint of the moderator who had a full teaching load and needs a usable and efficient method for daily work.

Three selected theoretical models (Salomon, 2000; Tuckman, 1965; Gunawardena, 1997) offer useful indicators that cover the range of learning interactions needed by a business education discussion forum by describing the progress of the conference, the formation of a group process and the development of a text-based debate.

Drawn together in a matrix and synthesised, these three models build a framework for a method through which student learning activities in discussion forums could be quickly, succinctly and easily tracked and visually summarised. The resulting matrix shows three columns representing the different models each of which lists elements of learning interactions expected to occur for one type of learning objectives (conference progress, group formation, debate development). Furthermore, the author describes the use of the matrix as a possibility to build up a picture of student learning by tracking student discussion forum activities. He outlines the different involved phases in detail, working across the three types of learning interaction and bearing on the descriptive material from Salmon, Tuckmann and Gaunwardena. Finally, the author describes possible purposes for the use of his matrix and emphasizes either the potential for professional practice and development of the moderator or for the design stage where it could be useful to identify which interaction elements are expected as part of the instructional design prior to going online.

The detailed literature review on online moderation gives the reader an overview over the main theoretical approaches and insight into the most relevant aspects about an effective and efficient online moderation. Although the matrix is only a descriptive model, it enables moderators to track three kinds of interaction needed in educational, online discussions. A further operationalization of the different steps and phases concerning the progress of a conference, the formation of a group process and the development of a text based debate would strengthen the possibilities of use in research and practice.