Self-direction online through structured task activity: Is online moderation always needed?

Abstract

A great deal of research has been conducted on the roles of online moderators and on support structures needed for successful online collaboration and productive learning. While some research indicates the need for highly structured environments with facilitation and tutor support, this case study suggests that by utilising well designed inquiry orientated tasks, students learn to self-direct their own activities. In the study presented here, the assessment of the task increased student motivation and task based interactions indicated that supportive feedback and social exchange was a characteristic feature of successful task engagement.