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‘moderator’ in computer-mediated conferencing or CMC (e-learning), and
has created a five-stage model to support this concept, which is illustrated in
Figure 1.
Access & Motivation
ensuring all students can go online,
motivating and supporting them
Online Socialisation
becoming familiar with other students
Information Exchange
helping students to search, download
and organise information
Knowledge Construction
students can share their views, and
contributions by indiviuals, pairs, and
groups
Development
students take responsibility for their
learning, using self-criticisim and
reflection
Figure 1: Five-stage model for computer-mediated conferencing. (Source:
Figure 1. Five-stage model for computer-mediated conferencing.
(Source: Based on Salmon 2003, quoted in Biggs and Tang 2007, 129-131.)
Based on Salmon 2003, quoted in Biggs and Tang 2007, 129-131.)
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From the model shown in Figure 1, it is clear that students need to be active and
the teacher is there to support, help, and encourage students to learn rather than
simply teach, showing that students need direction rather than teaching. Biggs
and Tang (2007, 131) emphasise that for e-learning to be effective, students need
to actively participate in activities. This presents a major problem in the fact that
as the number of students participating in the course increases, so does the need
for interaction with them and this is where the roles of teaching assistants or moderators
come in.
Having been involved in e-learning courses for the past nine years both as a lecturer
and through my own studies, I know how difficult it is to motivate or be motivated
through e-learning. I have also heard the same criticism from colleagues
that are teaching, and in some cases studying, via e-learning.