This paper examines the beliefs, intentions and actions of e-moderators by observing these interactions during the presage, process and product phases of online discussion forums (Biggs, 1988).

While the structure provided by Biggs’ 3P Model is used to highlight the interrelationships of the various steps of online teaching, this paper proposes that because individuals’ teaching beliefs and practices are diverse and may have equal validity, that this variation in teaching perspectives has the potential to enrich the learning experience of students. This view contrasts with current literature that appears to promote aspects of constructivism as the only legitimate teaching/learning approach.

Findings from the study show that aspects of all five perspectives from the Pratt (1998) framework could be identified in e-moderators’ design plans, interactions with students, and assessment approaches. These steps are related to Biggs’ 3P Model and were used to represent aspects of teaching perspectives in the online domain.

The research also showed that if teaching success can be equated with the extent of learning engagement, this achievement appears to be linked primarily to the relationships developed within the learning community and to the scaffolding provided, rather than to the dominant teaching perspectives of individual teachers. These findings indicate that e-moderators from the Presage of any teaching perspective, who have an underlying ability to reflect on their own practices, are potentially able to engage their learners during the Process of the course and enable them to achieve mutually satisfactory Products.

Keywords: teaching beliefs, e-moderation, discussion forums