Buy E-Moderating 3 by Gilly Salmon (ISBN: ) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders. Professor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her. Editorial Reviews. Review. “Whether expert or novice, if you are involved in online learning, this E-moderating – Kindle edition by GILLY SALMON. Download it.

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The key to teaching and learning online. No one doubts that the Internet has permanently changed the face of higher education.

One of the institutions to experiment, foster, and promote computer-conferencing from its inception through to current Web-based forms is the Open University of the Moferating Kingdom OU UK.

I remember logging on from Syracuse, New York to the text-only online course with four e-moderators and 45 other participants scattered throughout the world — from Israel, Australia, Latin America, the United States, but mainly Great Britain. I recalled the frustration of trying to get connected to the conference at 1: What a thrill it was to upload and download messages to these threaded discussions located on a server hundreds of miles across the ocean, to ruminate throughout the day about the conversations I read there, and to mpderating to gillj conference the next day to post my saalmon and to find responses to my contributions as our conversations unfolded.

A decade later, not only the OU UK, but also nearly every postsecondary institution in the developed world has launched hybrid courses, if not entirely distance degree programs. These are engaging new learners, usually working adults who can now access a college education from an institution located far away from their home. As a participant, instructor, e-moderator, trainer, and researcher, Salmon has been a major player in this Internet revolution.

This superb book distills the lessons learned, particularly for faculty members, trainers, instructors, and facilitators who need to effectively move from traditional face-to-face modes of instruction in a classroom to the online world, an environment characterized by hearty peer interaction, learning communities, and knowledge construction.

Salmon understands this world, understands how students and faculty make this transition, and furthermore how to move across that gulf to create and sustain successful online learning environments through e-moderating. The first two thirds of the book lay out the most salient aspects of online instruction salmmon from educational characteristics of the virtual environment and the software systems that support it modetating to issues surrounding training of e-moderators.

The book begins by reviewing the basics of online instruction, such as technical features moderatint the network, the costs of this type of education, and online social and communication dynamics. Salmon adroitly weaves case examples and pertinent research into her presentation, which truly does give the novice a good feel for what this instruction is all about and reminds experienced online educators of the uniqueness of this learning environment.

The heart of the modeating is found in chapter two where Salmon presents a five-stage model for computer-mediated communication CMC in education and training.


Based on her research over several years, the model progresses from the early concerns in stages one and two that learners have about technical skills and social relationships to later stages of learning. Early in the course, students are gaining access, becoming comfortable with CMC software features, introducing themselves to other participants, and forming impressions of others through initial interactions. Salmon admits that this sort of participant give-and-take is best suited to professional preparation for fields of practice where context, decision-making, and models need to be debated, challenged, supported, adapted, and dropped for students to moferating socialized into a field requiring expert judgment amid ambiguities.

The ability to guide online activities is more important than making polished instructional presentations. E-moderators are often part-time faculty, whose credibility comes from professional practice in their full-time employment not from advanced research and scholarship about the course content. From here, the book examines how e-moderators and participants should be trained and prepared to successfully engage online. Since e-moderators are to teach online, their training should be conducted in that same environment.

She uses the same five-stage model to move e-moderators zalmon this training; they progress from stage to stage by responding to initial questions, interacting, and concluding with reflective responses. The chapter includes actual conference contributions, distilling the essence of this training to the reader.

April – 2003

She also considers the importance of monitoring e-moderator performance through online measures and supporting them through associated conferences while they conduct their first courses. In describing participants in CMC courses, Salmon argues that all students salon individuals, but that e-moderators should bear in mind the needs of certain types of persons: E-moderators must accommodate various learning salomn, be patient and respectful to all students — some of whom may have particular needs of which the instructor is not immediately aware.

Likewise, students also need an introduction to online instruction. In this orientation, they work through the five steps moderatnig the model online; many of the questions and discussion items adapted from e-moderator training. Salmon outlines so clearly most of the aspects of effective learning environments that I discovered through phone interviews with students, email exchanges, and transcripts of computer conferences.

However, it was not until I was approached by a graduate program to be an online instructor for its fledgling distance program that I formed e-moderating skills through the crucible of practice. These distance faculty members provided the sounding board on which to air the concerns I faced, working with students, and moderatinf more effective Web-conferences.

Although the educational milieu will expand to a global scale, e-moderation must continue to address individual requirements. The workplace will more directly shape the university as salmno shifts from a repository of academic information to a supplier of capable employees at all organizational levels.

The future workforce will be in continual flux as employees constantly upgrade their capabilities through continuing education.

Online learners will need to become more self-directed, cooperative, capable giply handlers, critical thinkers, and team players. Salmon claims that many traditional colleges and universities that cannot adapt to online modes of instruction will face extinction.


Telecommunications will mkderating it possible to build institutions around students rather than the geographic areas in which they are located physically Susman, quote in Salmon, p. She sees e-moderating becoming the key competitive advantage for new teaching and learning organizations that make this activity an integral part of their endeavors. Institutions that plan, sustain, and enhance this activity will thrive in the future. However, as insightful, accurate and stimulating as this book is, I would have liked more information on how to implement new modes of distance learning.

How can e-moderators support the modular study of students with different subject-matter requirements? What about students who come into and exit the online course based on individual needs and desires to slow the pace or accelerate their studies? Is the constructivism moderatinh Salmon professes always appropriate, particularly gillly outcomes are predetermined by the sponsoring organization and the participants themselves, as in a corporate training or competency-based educational environment?

What about the development and sustenance of a learning community to span an entire degree program through e-moderating, not just the interactions of individual online courses?

Facilitation online: E-moderating Gilly Salmon

Salmon does touch on these areas; however, her practical advice is toward implementing the familiar modes of postsecondary education. One issue she engages head on is the labor-intensive nature of e-moderated learning at course and institutional levels, suggesting practices to make this endeavor more cost-efficient. Some of resources contain fascinating nuggets for imagination and reference. Resource 21 offers many references about online journals, virtual institutions, online databases, and CMC software.

In conclusion, E-Moderating lays out a useful model for leading intellectually engaging, highly interactive, and effective online courses.

It clearly moves miderating novice towards assuming an expert role in leading online instruction.

As seen in Part II, Salmon goes beyond the discussion of theory to give practical advice on implementation. I was pleased to see numerous examples from other universities and training environments to exemplify key points.

For example, Salmon shows how longer academic course can be adapted to a one-day asynchronous virtual seminar pp. The book also discusses common challenges; such moderaying how many participants does an ideal conference take?

An important contribution, the book moves learning institutions to consider, build, and affirm the role of e-moderator as essential in their evolution within the global information age.

Adult distance study through computer conferencing. Dianne Conrad Rory McGreal. User Username Password Remember me. Article Tools Print this article. How to cite item. Email this article Login required. Email the author Login required. About The Author Dan Eastmond. Book Review — Aalmon The key to teaching and learning online Author: