The Affective Aspect of Moderator’s Role Conception and Enactment by Teachers

1. The Affective Aspect of Moderator’s Role Conception and Enactment by Teachers in A-Synchronous Learning Discussion Groups Ofra Ben-Ami*/** & David Mioduser* *Tel-Aviv University, School of Education **Center for Educational Technology, Israel ofrab@cet.ac.il

2. Background • ICT is integrated in all education levels in Israel. • University professors as well as elementary school teachers are trying on new teaching personae. • The paper concentrates on the affective role – the first of the three aspects discussed in the full study.

3. Literature • Previous studies describe the affective aspect as setting the moderator’s tone, and building the atmosphere of on-line class (Coppola et al, 2001; Winograd, 2001; Rossman, 1999). • Advantages: more equal and democratic learning environment, more opportunities for shy students, less biased communication (Harasim et al., 1995; Berge, 1997). • Difficulties: the need to develop social presence skills, the need to supplement skills that worked in F-T-F communication, the need to address student uncertainty (Tu, 2000; Coppola et al., 2001; Spitzer et al.1994; Kimbel, 1998).

4. Problems Arising from Literature • Focus of attention on academic moderators – what applies to elementary school teachers? • Experience prior to shift: classroom-discourse experienced by elementary school teachers (Cazden, 1988) – what does it take to build a different type of discourse? • Methodology: Insights and recommendations based on self-reported evidence from moderators and students – the need for cross-checking tools (Denzin and Lincoln, 1994).

7. Methodology and Research Instruments • The full research included 2 case-studies, using the ethnographical method. • It examined the work of 2 moderators (A and R) separately and comparatively. • The socializing stage was analyzed in relation to the affective aspect of the moderator's role. • Data analyzed qualitatively and quantitatively: the full computer logs of 8 discussion groups held by A and R; 3 in depth interviews.

8. Research Questions How did A and R carry out the affective aspect of their role, and what interpretation can be given to their interactions with the students during the socializing stage? • What characterizes the way A and Rpresented themselves to the students while getting acquainted with them? • What characterizes the way A and Rresponded to student messages while socializing with them? • What characterizes the way A and Rviewed themselves during the socializing stage of the on-line discussion, and how can the patterns identified in questions 1 and 2 be interpreted in light of A an R’s conception of themselves? • What is similar and what is different in A and R’s performance with regards to the affective aspect of their role during the socializing stage of the discussion forums.

9. Findings Patterns of Self-Presentation in Moderators’ Messages: as individuals, as teachers, as forum-managers A's replies R's replies 63.5 % of 1st type 17.65 % of 1st type 36.5 % of 2nd type 55.3 % of 2nd type 20 % of 3rd type 41.2 % of 3rd type

10. Patterns Identified in Moderators’ Responses to Students’ Self-Presentations: • Encouraging the dialogue with the student • Discouraging it • Neutral

11. Table 1: Patterns of encouragement and discouragement in A’s responses (n=85(

12. Table 2: Patterns of encouragement and discouragement in B’s responses (n=85(

13. Discussion • A was concerned with establishing relationships, B was preoccupied with establishing control. • Socializing with students on-line led both teachers to try on a different persona. • Both preferred their persona as a real teacher, perceiving it to be more powerful and more capable of connecting to students. • Both felt less in control of the teaching situation.

14. Conclusions and Recommandations • It is necessary to identify and differences between Tech-Mediated and FTF learning environments, and clarify the unique advantages each one holds for students and teachers alike, so that teachers can operate confidently in both learning environments. • Further research should put emphasis on students' perceptions as well. • A prolonged study of teachers’ shift to moderating is needed for developing helpful feedback that while on task. • The value of textual analysis cannot be overrated. It tells us a story that exceeds wishful thinking often attached to innovative technological tools.

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