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 ability to guide online activities is more important than making polished instructional presentations. 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 d construction.

Salmon claims that many moderatihg colleges and universities that cannot adapt to online modes of instruction will face extinction. 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. Adult distance study through computer conferencing. About The Author Dan Eastmond.

The book begins by reviewing the basics of online instruction, such as technical features of the network, the costs of this type of education, and online social and communication dynamics.

Online learners will need to become more self-directed, cooperative, capable information handlers, critical thinkers, and team players.

Telecommunications will make it possible to build institutions around students rather than the geographic areas in which they are located physically Susman, quote in Salmon, p.

Institutions that plan, sustain, and enhance this activity will thrive in the future.

Facilitation online: E-moderating Gilly Salmon

Book Review — E-Moderating: One of the institutions to experiment, foster, and promote computer-conferencing from its inception through to current Web-based forms moderaring the Open University of the United Kingdom OU UK. 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 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.

How to cite item. The book also discusses common challenges; such as how many participants does an ideal conference take? 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.


I was pleased to see numerous examples from other universities and training environments to exemplify key points. 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: The future workforce will be in continual flux as employees constantly upgrade their capabilities through continuing education.

For example, Salmon shows how longer academic course can be adapted to a one-day asynchronous virtual seminar pp. Some of resources contain fascinating nuggets for imagination and reference.

The chapter includes actual conference contributions, distilling the essence of this training to the reader.

What about students who come into and exit the online course based on individual needs and desires to slow the pace or s their studies? 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.

These are engaging new learners, usually working adults who can now access a college dalmon from an institution located far away from their home.

April – 2003

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

As seen in Part II, Salmon goes beyond the discussion of theory to give practical advice on modrating. Salmon understands this world, understands how students and faculty make this transition, and furthermore how to move across that gulf to create gillj sustain successful online learning environments through e-moderating. Resource 21 offers many references samon online journals, virtual institutions, online databases, and CMC software. 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.

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. 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.

Email this article Login required. 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. The key to teaching and learning online. 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.


It clearly moves the novice towards assuming an expert role in leading 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.

Likewise, students also need an introduction to online instruction.

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.

Salmon does touch on these areas; however, her practical advice is toward implementing the familiar modes of postsecondary education. No one doubts that the Internet has permanently changed the face of sxlmon education. 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.

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 ee find responses to my contributions as our conversations unfolded.

How can e-moderators support the modular study of students with different subject-matter requirements? Email the author Login required.

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. However, it was not until Moderqting 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.

The heart of the book is found in chapter two where Salmon presents a five-stage model for computer-mediated communication CMC miderating education and training. User Username Password Remember me. I recalled the frustration of trying to get connected to the conference at 1: