"The moderating function will always
be the key, and it's hard to imagine an evolution of technologies
that will change that."
Dr. Samuel J. Levy
Executive Director, UNET
"This is about learning -- and the role that teachers
play online - about the excitement of the new learning which
brings together students from all over the world in e-communication
- Gilly Salmon has taken one of the first steps in documenting
and explaining the power and significance of learning via
the web/net."
Dale Spender
Author
"If you are new to online teaching, E-moderating is
a must! If you are a pro at online teaching, or you in some
other way support online learning, you too will find Gilly
Salmon's book thought-provoking, comprehensive, and insightful.
If you want to understand e-moderating from someone who has
done it, studied it, and can teach it, E-moderating is the
book that will help your pursuit of excellence!"
Dr. Zane Berge,
Author and Director, University of Maryland (Baltimore)
Graduate Program in Training Systems
"The rapid growth of distance education schools has
created an even greater need for effective e-moderators or
teachers. Yet, many online teachers often begin working with
limited experience and training in distance education. Contemporary
online teachers tend to learn how to operate online by “intuition.”
The intuition method of learning is quite time consuming and
frustrating because individuals must learn by trial and error.
The British author Gilly Salmon has provided valuable information
and resources for both the novice and veteran distance educator.
She has extensive online experience as a trainer of e-moderators
for the Business School at the Open University (United Kingdom).
The Open University has been an international leader in experimenting
with new educational methods and ideas. Salmon offers remarkable
insights from her action research studies on Computer Mediated
Conferencing (CMC).
Her findings were based on a combination of content analysis
of online communication of students and teachers, focused
group work and testing and evaluation of a new teaching and
learning model. Salmon translates her research findings into
an informative and lively format that highlights the dynamic
and distinctive nature of online education. Readers will appreciate
the relevant case studies and practical quotes that are integrated
into the text. Distance educators strive to create a learning
environment that individualizes instruction and encourages
genuine academic dialog.
The author realizes that e-moderators are challenged by a
diversity of students who have a variety of expectations,
learning styles, computer and communication skills that influence
their online participation in learning communities. It raises
the logical question, how can teachers enable students to
become active self-directed learners who enjoy working with
others?
Salmon utilizes a five stage online learning model to help
train and prepare teachers for online work: 1. Access and
motivation 2. Online socialization 3. Information exchange
4. Knowledge construction 5. Development The five-step model
reflects a positive progression in the quality and intensity
of interaction between students and between students and their
teachers. The educator’s role changes at different stages
depending upon student needs and circumstances within the
class. Therefore, it is important to know the “audience”
which is constantly changing from class to class. For instance,
why are some students just browsing or staying on the fringes
of the class discussions? Salmon observes that even the student
“lurkers” or browsers are learning because they
might be sponges who take information.
The wise instructor will spend time getting to know their
students to discover the reasons behind their hesitancy to
make a significant contribute. Perhaps, some students lack
confidence (Stage 2) and it is wise to give the individuals
some time to read and enjoy the contributions of their classmates.
Then, as students become comfortable with the online culture
they can move into sharing and exchanging information (Stage
3). The advent of Stage 4 is very important for e-moderators
to weave the contributions of students into a narrative that
highlights course principles and theories. Teachers will notice
a definite change in their students who move from being merely
knowledge transmitters to creators or authors of creative
ideas. Salmon relates that teachers must work as facilitators
who promote collaboration among the students.
Ultimately, the goal is to help learners reach Stage five.
It is the highest level of online learning with educational
goals that reflect constructivist philosophy. Students demonstrate
critical thinking skills by interpreting information at a
deeper level. In fact, students will start to monitor and
evaluate their own thinking skills. Therefore, e-moderators
will need to be prepared to discuss a variety of issues such
as impact of technology on learning, networking and critically
evaluate each others online comments. Salmon utilizes research
studies to develop a comprehensive chart of five e-moderator
competencies: 1. Understanding of online process 2. Technical
skills 3. Online communication skills 4. Content expertise
5. Personal characteristics The list of five competencies
can be used in a variety of ways: by e-moderators for designing
a personal professional development plan, help administrators
recruiting online personnel and educators developing curriculum
materials for training online teachers.
It is a fantastic chart that reflects how action research
can have vital benefits for improving the quality of online
interaction. Salmon has devoted the second half of her book
to provide resources for practitioners. The author has created
a unique collection of materials to help individuals who have
a variety of professional needs. Readers can study how to
work with students with disabilities, explore how to implement
the five stage model, examine online conferencing text examples
and stimulate their thinking on how to prepare e-moderators
for the future.
Salmon’s work ranks as an outstanding example of how
to apply an action research project to contemporary educational
problems and issues. It is definitely a must read for distance
educators who want to enhance their ability to create a virtual
classroom that is relevant, friendly and intellectually challenging
for their students."
Dr. Brent Muirhead
from the Fall 2000 edition of The Journal of Excellence in
Higher Education |
