M. P. Collins This is Me

 Web References

1. 1. emoderators - Report on the Moderators' survey

   www.emoderators.com/moderators - [Cached]

   Published on: 10/24/1996   Last Visited: 8/26/2006

   Mauri P. Collins
   
   Instructional Designer Old Dominion University 337 Gornto Teletechnet Center Norfolk, VA 23529
   
   mcollins@odu.edu
   ...
   In the literature in these areas, there is a growing number of descriptions of the roles and responsibilities of online teachers in course-related computer conferences (Berge, 1995; Brochet, 1989; Collins, 1997; Collins and Berge, 1997; Davie, 1989; Eastmond, 1992; Feenberg, 1989; Kerr, 1986; Paulsen, 1995).
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   Both face-to-face classroom discussion groups (Brookfield, 1990; Brookfield, 1986), and public electronic discussion groups (Berge and Collins, 1995) appear similar to the extent that they both involve social activity and discussion, are cooperative endeavors, are usually rational and purposeful, are sometimes systematic and often creative, require participation, and involve formal or informal leadership or moderation (Hyman, 1980, pp.
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   They are also used by their participants as venues for professional development, formal and informal learning, enlightenment and decision-making (Collins and Berge, 1996; Heuer, 1997).
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   The categories for moderator's roles had their genesis in the authors' personal experiences as emoderators and discussion about appropriate moderator roles on IPCT-L (Berge and Collins,1993) (owned and moderated by the authors since February, 1992).
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   These refined categories were verified in a survey late in 1992 consisting of 9 open-ended questions sent to the LSTSERV-L list (Collins and Berge, 1997), a list for those who own and moderate electronic discussion groups.
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   Sometime later our research interests expanded to include EDG members and two electronic surveys were conducted (Collins, 1997; Collins and Berge, 1996).
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   For a list to be successful there needs to be a "critical mass" to carry along the discussion -which in large groups can be likened to a panel discussion with rotating membership and a large audience (Collins, 1997)
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   One of the top seven reasons for joining a particular list is interest in the topic (Collins, 1997) and list members tend to negatively sanction posts to the list discussion that are "off topic". Approximately 20.2% (n=32 of 158) indicated the focus of their list has changed from its original intent. Those lists have increased their scope within their topic, or spun off another list in order to segment the discussion and maintain tighter focus.
   
   Discussion lists can serve different purposes. When asked to check all the purposes that applied from a list of categories developed in prior research (Collins, 1997; Collins and Berge, 1996) the greatest number of respondents selected information distribution (88.3%, n=143 of 162), a discussion forum (85.8%, n=139 of 162), and "for questions and answer" (75.3%, n=122 of 162).
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   These categories were derived from two previous studies of discussion list members (Collins, 1997; Collins and Berge, 1996) with input from those used in Rojo's dissertation (1996).
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   These findings are consistent with the reasons group members themselves give for their own participation (Collins, 1997; Collins and Berge, 1996).
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   List members report finding a sense of community from their reading and participation (Collins, 1997; Collins and Berge, 1996).
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   Presaging the work of Collins, Brown and Newman (1989) , Feenberg (1986, Feenberg 1987) said the usual way of learning the behaviors appropriate for those in dominant roles in electronic discussion is to observe others in those roles from a position as subordinates, very much like cognitive apprenticeships.
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   Berge, Z.L. and Collins, M.P. (1993).
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   Berge, Z. L. and Collins, M. P. (1995).
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   Collins, A., Brown, J.S. and Newman S.E. (1989).
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   Collins, M.P. (1997, June). Scholarly Discussion Groups in Adult Learning. Paper presented at . "The New Learning Environment: A Global Perspective," the International Council for Distance Education Conference, June 4-8. The Pennsylvania State University.
   
   Collins, M.P. and Berge, Z.L. (1996).
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   Collins, M.P. and Berge, Z.L. (1997, March).
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   Collins, M.P. and Berge, Z.L. (1998).
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   In Z. L. Berge and M. P. Collins (Eds.), Computer-Mediated Communication and the Online Classroom.
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   In Z. L. Berge and M. P. Collins (Eds.), Computer Mediated Communication and the Online Classroom Volume 3: Distance Learning (pp. 91-104).

2. 2. Rose Colored Glasses

   jmajor.midsolutions.org/index. - [Cached]

   Published on: 7/11/2006   Last Visited: 9/7/2006

   In Z. L. Berge, & & M. P. Collins, M.P. (Eds.), Computer mediated communication and the online classroom (Distance Learning ed.) (pp. 81-104).

3. 3. Rose Colored Glasses

   www.midsolutions.org/jmajor/in - [Cached]

   Published on: 4/1/2005   Last Visited: 8/9/2006

   In Z. L. Berge, & & M. P. Collins, M.P. (Eds.), Computer mediated communication and the online classroom (Distance Learning ed.) (pp. 81-104).