ONLINE COURSES REQUIRE DIFFERENT SKILLS and strategies than those used by instructors and students in traditional educational environments. Students (here referred to as participants) take on a much more active role, not only in their own learning, but in the direction of the course itself. Instructors take on different roles as well, becoming moderators and guides more than directors of learning.

Through her work at the Open University Business School, Dr. Gilly Salmon has identified five stages that participants progress through during their experience of an online course (Salmon, 2000). Each stage represents a different level of interaction with course content and other participants, and requires a different kind of support from instructors (here referred to as e-moderators). Knowledge of these stages can help instructors and course designers create online learning experiences that promote participant success.

In stage one, participants make their first connections with the online course. This involves getting set up with appropriate hardware, software, and Internet connections, and gaining access to the course site and course materials. While some experienced students may progress through this stage fairly quickly and easily, others may need assistance with issues such as hardware configuration, software setup, or lost passwords. During this phase, it is important that the e-moderator make contact with each student to offer assurance, welcome, and motivation to stay and participate in the course. This stage ends when participants post their first messages.

In stage two, participants begin to interact socially with others in the class, becoming comfortable with online communication and culture. A sense of group identity begins to develop, as well as empathy among participants. Participants who are reluctant to join the discussion often ‘lurk’ or ‘browse’ early in this stage. This is a natural part of online socialization, and these participants should be gently encouraged to join the discussion.It is important that e-moderators encourage group discussion and make room for purely social interaction among participants. E-moderators should also step in as necessary to maintain an atmosphere in which participants feel safe in expressing opinions.

In stage three, participants become involved with course content and begin to actively exchange information with others in the class. This interaction is based primarily on information or issues presented by the e-moderator. Participants find it easy and enjoyable to share information online, and a great deal of information suddenly becomes available. In order to avoid information overload, participants develop personal strategies for dealing with the flurry of messages that occur at this stage. E-moderators at this stage facilitate course activities using standard teaching strategies that involve preparation and planning. They must also provide stimulation and guidance in constructive use of learning materials and effective information sharing.

In stage four , participants begin actively constructing knowledge rather than simply receiving and transferring information. Participants share personal knowledge and opinions, critiquing and building on course content and on one another’s contributions to course discussions. Often driven by participants, effective discussions center primarily on problem or project-based topics that have no right or obvious answers. During this stage, the role of the e-moderator changes from leading course activities to facilitating discussion. E-moderators can assist participants by stimulating, summarizing, and weaving together course discussions.

In stage five, participants become truly responsible for their own learning within the online medium. Taking a constructivist approach, participants use personal experience to drive their own exploration of the topic area being studied and begin to examine and reflect on their own online learning process. E-moderators at this stage spend less time facilitating discussions, instead supporting and responding to participants as they define and lead their own discussions.

For online students to be successful, it is important that instructors be aware of these stages and offer appropriate support as students progress through them. More information about these stages can be found on Gilly Salmon's E-Moderating Home Page.

Salmon, G. (2000). E-moderating: The key to teaching and learning online. London: Kogan Page.

Rebecca Holmlund ，Graduate Student ，San Diego State University