Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation

Abstract

This study focused on the effects of peer moderation on meaningful interactions in online discussions. A meaningful interaction was defined as a message relating to a discussion topic, responding to a previous message, and adding substance to the discussion. A randomized-subject, posttest-only control group design was used to test the first hypothesis, that a peer-moderated online discussion forum would contain more posts responding to previous comments than a nonmoderated forum, and the second hypothesis, that a peer-moderated online discussion forum would contain more substantive responses enriching the conversation than a nonmoderated forum. Both hypotheses were supported. Results showed that students responded to messages more actively and engaged in more in-depth discussions when discussions were moderated by a peer.

Acknowledgment

A special thanks goes to Drs. Linda Wolcott, Patience Sowa, Cynthia Schmidt, Debra Pellegrino, and Amy McAninch, and the International Extension Programs of Utah State University for their assistance in completing this research.