Summary

The aim of this research was to examine how moderators work in large scale learning forums, and how their work can be made more effective. Moderator and student online text interactions are a vital learning process for the UK Open University course Web applications: design, development and management. The text records of interactions between moderators and students were analysed, and activity theory was applied to the interactions. A model developed in which moderators take the role of either representing their community of practice or as instruments. Classifying people as instruments is new to activity theory but is supported by social science theories of objectification in human relationships. It allows for a more subtle examination of the role and activity of the moderator and a distinction between instrumental and modelling responses. Much moderating work can be characterised as "point- show- give". Moderators give the least information compatible with the student making progress, thus encouraging the students to co-operate in working out their own solutions. The research suggests that moderating work may be more effective if planned and sequenced according to the principles and behaviours moderators wish the students to learn, and framed as either instrumental or modelling reactions