Abstract:

The research paper investigates online teaching and learning and in particular, the role of the ‘e-moderator’ as pedagogical leader in relation to e-learner capabilities. The Pedagogical Variation Model (PVM, Rogers 2013) is introduced, which based on a leadership paradigm (Bass and Avolio, 2000) that takes the two variables of leadership i.e. Transactional (task-giving) and Transformational (Motivational/empowering leadership) as the basis for e-moderator behaviour. These variables are shown in a 2 x 2 matrix (e.g. similar to the Boston Matrix format) while the e-learner behaviours are depicted again in a 2 x 2 Matrix with the variables as "Collaborative behaviour" and "Knowledge Construction Capability". When these two matrices are overlaid, The Pedagogical Variation Model for online Learning and Teaching emerges as a completely innovative conceptualisation for both e-moderators and students participating in Virtual Spaces.

The PVM was developed through a hypothetico-deductive methodology (Popper, 2002) whereby rigorous attempts were made to falsify the model with samples of experienced, e-moderator practitioners. The model up-to-date has withstood attempts of falsification, giving rise to the validity of the conceptual framework upon which the PVM is based.

Furthermore the research was carried out using the methodology of Personal Construct Psychology (PCP, Kelly 1955) whereby respondents were provided with a set of six elements (i.e. online e-moderator competencies) namely socialising, scaffolding, knowledge construction, weaving, summarising and archiving. From these six elements interviewees were given the opportunity to select a set of triads (i.e. three elements at a time). By applying a formula to determine the number of possible triads from a set of six elements interviewees had the opportunity to select their triads from a total of twenty possible triads. The next stage in the PCP method then invited interviewees to identify two elements from their selected triad which were seen to be similar and asked to give reason(s) and also to provide reason(s) why the third or odd-one-out was different from the other two. By following this research procedure a vast number of elicitations proved invaluable in supporting the PVM through successful corroboration.
Future research could be the development of diagnostic tools for e-moderator evaluation of e-learner capabilities and e-learner preferences regarding the selection of a particular online learning environment. It is suggested that effective online teaching is dependent not only on e-learner context but also on e-moderators' pedagogical leadership. The PVM is an attempt to show how adaptations in design and delivery can be made in asynchronous learning networks (ALNs), in order to motivate and facilitate successful outcomes for e-learners, whether they are digital natives or digital immigrants (Prensky 2001).

Online course providers and developers may use the PVM as a blueprint for exploring ways of implementing new emerging learning technologies fit for the 21st Century.

Keywords:

E-learner, e-moderator, online, Pedagogical Variation Model, Pedagogical leadership, personal construct psychology, hypothetico-deductive methodology.