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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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? Although the educational milieu will expand to a global scale, moderatihg must continue to address individual requirements.

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.

April – 2003

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 modwrating 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 become socialized into a field requiring expert judgment amid ambiguities.

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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.

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 r environment. Email the author Login required.

The future workforce will be in continual billy as employees constantly upgrade their capabilities through continuing education. These are engaging new learners, usually working adults who can now access a college education from an institution moderatihg far away from their home. 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.


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. I recalled the frustration of trying to get connected to the conference at 1: Likewise, students also need an introduction to online instruction.

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. Salmon does touch on these areas; however, her practical advice is toward implementing the familiar modes of postsecondary education. Online learners will need to become more self-directed, cooperative, capable information handlers, critical thinkers, and team players. Resource 21 offers many references about online journals, virtual institutions, online databases, and CMC software.

Facilitation online: E-moderating Gilly Salmon

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. 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.

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. Institutions that plan, sustain, and enhance this activity will thrive in the future. The ability to guide online activities is more important than making polished instructional presentations. Article Tools Print this article. How to cite item. As a participant, instructor, e-moderator, trainer, and researcher, Salmon has been a major player in this Internet revolution.

In describing participants in CMC courses, Salmon argues that all students are individuals, but that e-moderators should bear in mind the needs of certain types of persons: Book Review — E-Moderating: E-moderators must accommodate various learning preferences, be patient and respectful to all students — some of whom may have particular needs of which the instructor is not immediately aware.

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.


No one doubts that the Internet has permanently changed the face of higher education. The workplace will more directly shape the university as it shifts from a repository of academic information to a supplier of capable employees at all organizational levels.

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. 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. About The Author Dan Eastmond.

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

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 return to the conference the next day to post my thoughts and to find responses to my contributions as our conversations unfolded. I was pleased to see numerous examples gillu other universities and training environments to exemplify key points.

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

For noderating, Salmon shows how longer academic course can be adapted ealmon a one-day asynchronous virtual seminar pp. Is the constructivism that Salmon professes always appropriate, particularly when 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?

Salmon claims that many traditional colleges and universities that cannot adapt to online modes of instruction will face extinction.