A Systematic Review of Research on Moderators in Asynchronous Online Discussions (Poster 7)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Instructional Technology SIG Poster Presentations

Abstract

This systematic review examined research on moderators in asynchronous online discussions (AODs) through 31 peer-reviewed sources from 2019-2022, a period of dramatic increase in online learning. We explored bibliometrics, demographics, methods, contexts, and moderator roles. Key findings include: (1) predominance of group, nonexperimental designs; (2) majority of case studies or similarly limited study designs; (3) inconsistent demographic reporting; (4) focus on instructors/staff as moderators and students as participants; (5) diverse moderator expectations from discussion management to knowledge construction. Our analysis reveals a gap in understanding long-term impacts of moderation strategies on learning outcomes. This research provides insights for improving AOD effectiveness and highlights the need for rigorous, longitudinal studies in diverse contexts. Implications and future research directions are discussed.

Authors

• Michael Ahlf, University of Houston

• Sara G. McNeil, University of Houston