Over the years, PGDE at the University of Nairobi was offered through distance education but with limited face to face support. This changed during COVID-19 pandemic when academic programmes moved online. This study aimed at establishing the role of e-moderation in uptake of PGDE. Variables were access, motivation and online socialization. Questionnaire was administered to 30 respondents. Results show that though e-moderation is done, it is not properly structured and does not directly lead to uptake of PGDE. For example, 50% of respondents strongly disagree that they are e-moderated to access the Learner Management System, 78% strongly disagree that there is motivation by programme providers while 48% agree that there is online socialization. The correlation analysis reveals that multiple R value of 0.900 has a very strong positive relationship between independent variables (online socialization, access, and motivation) and dependent variable (uptake of post graduate diploma in education course). In conclusion, e-moderation should be structured and should be inbuilt at design level, so as to enhance uptake of the programme.
References
[1]
Azevedo, F. S., diSessa, A. A., & Sherin, B. L. (2012). An Evolving Framework for Describing Student Engagement in Classroom Activities. The Journal of Mathematical Behavior, 31, 270-289. https://doi.org/10.1016/j.jmathb.2011.12.003
[2]
Bezuidenhout, A. (2015). Implications for Academic Workload of the Changing Role of Distance Educators. Distance Education, 36, 246-262. https://doi.org/10.1080/01587919.2015.1055055
[3]
Filius, R. M. (2012). Successful Online Education: The E-Moderator. https://www.researchgate.net/publication/329537156
[4]
Hartnett, M. (2016). The Importance of Motivation in Online Learning. In Motivation in Online Education (pp. 5-32). Springer. https://doi.org/10.1007/978-981-10-0700-2_2
[5]
Hullett, H. (2019). Community by Design: A Case Study of Online Learner Socialization. Journal of Research in Innovative Teaching and Learning,12, 256-269.
[6]
Inegbedion, J. O. (2017). Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN). Open Praxis, 9, 313-333. https://doi.org/10.5944/openpraxis.9.3.498
[7]
Irvin, J., & Berge, Z. L (2006). Socialization in the Online Classroom. International Journal of Transactional Technology and Distance Learning, 3, 3-14.
[8]
Kwaske, I., & Mclelan, K. (2023). Why Social Interaction Is Important in Online Learning. School of Professional Advancement, Tulane University, Richardson Hall.
[9]
Lawrence, J., Brown, A., Redmond, P., Maloney, S., Basson, M., Galligan, L. et al. (2021). Does Course Specific Nudging Enhance Student Engagement, Experience and Success?: A Data-Driven Longitudinal Tale. Student Success, 12, 28-37. https://doi.org/10.5204/ssj.1914
[10]
Pennacchia, J., Johns, E., & Aldridgw, F. (2018). Barriers to Learning for Disadvantaged Groups. https://www.gov.uk/government/publications
[11]
Pineda Hoyos, J. E., & Tamayo Cano, L. H. (2016). E-Moderating and E-Tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-Service Teachers. PROFILE Issues in Teachers’ Professional Development, 18, 97-114. https://doi.org/10.15446/profile.v18n1.44269
[12]
Salmon, G. (2011). E-Moderating: The Key to Online Teaching and Learning. Routledge.
[13]
Short, J., Williams, E., & Christie, B. (1976). Social Psychology of Telecommunication. John Wiley & Sons.
[14]
Tyna, B., Ryan, Y., & Lamomt-Mills, A. (2015) Examining Workload Models in Online and Blended Teaching. British Journal of Educational Technology, 46, 5-15. https://eprints.qut.edu.au/65475/
[15]
Watson, J., & Gemin, B. (2008). Promising Practices in Online Learning. Socialization North American Council of Online Learning. https://aurora-institute.org/wp-content/uploads/NACOL_CreditRecovery_PromisingPractices.pdf
