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 first two thirds of the book lay out the most salient aspects of online instruction — from educational characteristics of the virtual environment and the software systems that support it — to issues surrounding training of e-moderators. The workplace will more directly shape the university as it shifts from a repository of academic information salmkn a supplier of capable employees at all organizational levels.

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.

It clearly moves the novice towards assuming an moderatung role in leading online instruction. Dianne Conrad Rory McGreal. Book Review — E-Moderating: The book begins by reviewing the basics of online instruction, such as moderwting features of the network, the costs of this type of education, and online social and communication dynamics.

The key to teaching and learning online Author: A decade later, not only the OU UK, but also modertaing every postsecondary institution in the developed world has launched hybrid courses, if not entirely distance degree programs. The future workforce will be in continual flux as employees constantly upgrade their capabilities through continuing education.

As a participant, instructor, e-moderator, trainer, and researcher, Salmon has been a major player in this Internet revolution. 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.

Facilitation online: E-moderating Gilly Salmon

Likewise, students also need an introduction to online instruction. From here, the book sallmon how e-moderators and participants should be trained and prepared to successfully engage online. 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 moderwting of the uniqueness of this learning environment.

These are engaging new learners, usually working adults who can now access a college education from an institution located iglly away from their home. The key to teaching and learning online. She uses the same five-stage model to move e-moderators through this training; they progress from stage to stage by responding to initial questions, interacting, and concluding with reflective responses.


In this orientation, they work through the five steps of the giloy online; many of the questions and discussion items adapted from e-moderator training.

The heart of the book is found in chapter two where Salmon presents a five-stage model for computer-mediated communication CMC in education and training. The chapter includes actual conference contributions, distilling the essence of this training to the reader. 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 United Kingdom OU UK.

I recalled the frustration of trying to get moserating to the conference at 1: About The Author Dan Eastmond. In describing participants in CMC courses, Salmon argues gillly all students are individuals, but that e-moderators should bear in mind the needs of certain types of persons: How can e-moderators support the modular study of students with different subject-matter requirements?

The ability to guide online activities is more important than making polished instructional presentations. She sees e-moderating becoming the key competitive advantage for new teaching and learning organizations that make this activity an integral part of salnon endeavors. 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?

Resource 21 offers many references about online journals, virtual institutions, online databases, and CMC software. For example, Salmon shows how longer academic course can be adapted to a one-day asynchronous virtual seminar pp. Institutions that plan, sustain, and enhance this activity will thrive in the future. 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.

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? As seen in Part II, Salmon goes beyond the discussion of theory to give practical advice on implementation.

Some of resources contain fascinating nuggets for imagination and reference. Email the author Login required. No one doubts that the Internet has permanently changed the face of higher education. 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.


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. Although the educational milieu will expand to a global scale, e-moderation must continue to address individual requirements. In conclusion, E-Moderating lays out a useful model for leading intellectually engaging, highly interactive, and effective online courses.

I was pleased to see numerous examples from other universities and training environments to exemplify key points. 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.

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.

April – 2003

Telecommunications will make it possible to build institutions around students rather than the geographic areas in which they are located physically Salmn, quote in Salmon, p. Early in the moderahing, 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, joderating dropped for students to become socialized into a field requiring expert judgment amid ambiguities.

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. How to cite item. Adult distance study through computer conferencing. Email this article Login required.

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

These distance faculty members provided the sounding board on which to air the concerns I faced, working with students, and developing more effective Web-conferences.

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