Learner participation regulation supported by long-term peer moderation and participation feedback during asynchronous discussions

Active participation in asynchronous online discussions is crucial for learning, but low student participation remains a persistent problem. This design research project presents two interventions drawn from self/co-regulation and feedback literature: (1) extended peer moderation periods and (2) multimodal participation feedback. In peer moderation, students are assigned as leaders within the discussion and are responsible for posting critical...