E-Moderating: The Key to Teaching and Learning Online

By Daniel V. Eastmond. 2003

1,365 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f6a50180f5220cc9b4ea78e4bc20173c34722cdf

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Citations in the corpus

The competences of the telecollaborative teacher (2015, background): “…online FL teaching’ (Hempel and Stickler 2005); the International Society for Technology in Education’s (ISTE) ‘Technology Standards: Performance Indicators for Teachers’ (ISTE 2008); the ‘ICT Competency Standards for Teachers’ (UNESCO 2008); and the ‘E-moderator competencies’ (Salmon 2003).”
Assessing online collaborative learning: process and product (2003, background): “Indeed Salmon (2000) suggests that there may be a number of progressive stages involved in online learning, which include access and motivation, socialisation, information exchange, knowledge construction and development.”
Pedagogical implications of working with doctoral students at a distance (2004, background): “In a moderated discussion (Salmon, 2000; Simpson, 2000) the tutor will check the student’s understanding by re-phrasing their contribution or asking a pertinent question.”
Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, methodology): “Moreover, as the hierarchy in the online environment is ﬂ attened with more distributed power and control (Schrum & Hong, 2002), teachers are expected to adopt more facilitative approaches in creating lear-ner-centered online classrooms (Salmon, 2004; Smith, 2005).”
A theory for eLearning (2003, background): “Understanding some of the characteristics of students using online discussion applications for the first time enables moderators to better plan online discussion activities and exercises (see Salmon, 2000).”
A Guide to Authentic e-Learning (2009, background): “In this section, we do not seek to repeat the excellent advice that exists for those wishing to learn more about effective online tutoring (e.g., Goodyear, Salmon, Spector, Steeples, & Tickner, 2001; Salmon, 2004), but simply to point out some of the key areas that are critical to authentic e-learni”
Compulsory participation in online discussions: is this constructivism or normalisation of learning? (2008, background): “Online educators and theorists have identified the constructivist position as necessary for developing learner‐centred strategies (Laurillard, 1994 ; Mason, 1998 ; Salmon, 2000 ).”
Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework (2006, methodology): “Emerging technologies are offering alternative ways to conceptualise and deliver education and in the process are revolutionising how learners work, think, and build knowledge (Anderson & Elloumi, 2004; McConnell, 2002; Salmon, 2000).”
Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities (2002, background): “This was evident in one conference discussion where students were considering a complex organisational problem (SchWeber in Salmon 2000, pp.76-77).”
Towards Constructivism: Investigating Students' Perceptions and Learning as a Result of Using an Online Environment (2002, neutral): “The students’ anxiety about ICT would fit in with Salmon’s ve-stage model of online learning (Salmon, 2000, p. 25).”
Moodle: Using Learning Communities to Create an Open Source Course Management System (2003, background): “For example, our experiences with successful moderation practices will lead to more formal software support of moderation skills within online discussions (Brookfield & Preskill 1999; Collison, Elbaum, Haavind, & Tinker 2000; Gilly 2000; Palloff & Pratt 1999) .”
Educational design and networked learning: Patterns, pattern languages and design practice (2005, background): “So too do sales of books offering advice on the use of ICT for teaching and learning (e.g. Laurillard, 2001; Salmon, 2000, 2002).”
Online forum discussion interactions as an indicator of student community (2006, background): “…pedagogical value of fostering a strong sense of community enacted via the implementation of collaboration and communication centred online technologies (Brook & Oliver, 2003a; Dawson, Winslett & Burr, 2004; Palloff & Pratt, 1999; Salmon, 2000; Scadarmalia & Bereiter, 1994; Wellman & Gulia, 1999).”
E-moderating: the key to teaching and learning online (2012, background): “Much has changed in the field of online learning and teaching, since the first edition of Gilly Salmon’s (2000) highly influential book was published over 10 years ago.”
Integrating cognitive load theory and concepts of human-computer interaction (2010, background): “Load can be lowered by designing highly usable software applications and by training learners to use the software (cf. Clarke et al., 2005; Oviatt, 2006; Salmon, 2000).”