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E-Moderating
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Author(s): Gilly Salmon (University of Leicester, UK)
Copyright: 2009
Pages: 8
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch125
PurchaseView E-Moderating on the publisher's website for pricing and purchasing information. |
Abstract
In this article, the term “e-moderating” is used to capture the wide variety of roles and skills that the online teacher, lecturer, or trainer needs to acquire (Salmon, 2004). Online human supporters have a wider range of expertise compared to working with face-to-face learning groups. The role of the lecturer or teacher in all educational contexts needs to change to include e-moderating to realize the development and potential of new online environments, and to create e-learning rather than e-publishing of materials. Successful and productive e-moderating is a key feature of positive, scalable, and affordable e-learning projects and processes. Regardless of the sophistication of the technology, online learners do not wish to do without their human supporters. Most learners also mention the fun and companionship of working and learning together. Many lecturers naturally believe that learning to e-moderate has to do mostly with learning new software or computing skills (Barker, 2002; Bennett & Marsh, 2002). This is not the case. The revision of their roles needs to happen regardless of changes in technological applications. A critically important role for the emoderator is promoting the surfacing and sharing of understanding and knowledge through online writing and dialogue (Bygholm, 2002).
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