Gilly Salmon’s Five Stage Model of E-learning

 Models of on-line learning are still being developed and one model presented by Gilly Salmon (2000) and describing an individual learners experience is presented here: 

STAGE	STUDENT ACTIVITIES	TUTOR ACTIVITIES
Stage 1            Access and motivation	Setting up system and accessing	Welcome and encouragement Guidance on where to find technical support
Stage 2            On-line socialization	Sending and receiving messages	Introductions Ice-breakers Ground rules Netiquette
Stage 3            Information exchange	Carrying out activities Reporting and discussing findings	Facilitate structured activities Assign roles and responsibilities Support use of learning materials Encourage discussions Summarize findings and/or outcomes
Stage 4 Knowledge construction	Conferencing Course-related discussions Critical thinking applied to subject material Making connections between models and work-based learning experiences	Facilitate open activities Facilitate the process Asking questions Encourage reflection. Tutor is very active at this stage.
Stage 5            Development.	Use of conferencing in a strategic way Integration of CMC into other forms of learning Reflection on learning processes Students become critical of the medium	Support Respond only when required Encourage reflection Tutor is less active and hands over to the students

This model can be used to identify the typical activities tutors may be involved in at different stages of the students’ learning processes. 

Here are responses to some some questions related to this model:

How could you build the first stages of Salmon's model into the online class?

Response: Salmon’s model recognizes the fact that the key issue at stage one of this model is motivation and access. An obvious approach would be to provide links for the help and FAQs as a part of announcement, so that learners get an access to the solutions for any kind of technical problems they may come across. I also plan to create a video using camtasia showing how to move on with the course, and guidance on where to find technical support. This stimulates and scaffolds constructive activity.

I wish to include an icebreaker so as to help learners move to the stage two - Online socialization.  I’d make it clear from the first day that participation from all students is expected and last minute appearance will not be appreciated. I'll explain students that participation in this kind of forum is a skill that will be useful in their community building and careers in long run. I’d make participation in discussion a part of the students’ grade. This will help learners move towards the second stage of the theory.

Are there contexts in which the model is more important than others?

Response:The model is more important in the areas like science, technology and management. The given article describes, “stage three, a form of co-operation occurs, i.e. support for each person’s goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative.” In the subjects like Chemistry a few concepts can be better understood when there is an academic discourse promoting increased student engagement. It may open unprecedented opportunities for educational interactivity among learner. Moreover, first time e-learners and undergraduates may need more support from peer as compared to other learners. The role of a facilitator here is to take care of the  'social' aspect of learning and promoting ‘deeper level engagement’ among the participants.(Sherry et al. 2001; Ambrose 2001).

Are there contexts in which you would not encourage students to form social networks with each other? 

Response: Yes. I’d discourage learners  getting involved into  too much details of their personal life. This is to forestall any kind of misuse of the private information.

Are there particular students who will be challenged by encouraging social networking, and if so, how do you support them?

Response: I think international students might become a little conscious of  covert and implicit messages, and find heavy use of metaphor and reading between the lines, an issue while networking with the foreign e-moderator and fellow learners. For me, “Language should be an asset, not a liability.” My role would be to welcome shared language, metaphors, rituals and jokes. I’d adapt a flexible approach and use open grouping patterns to enhance learning outcomes for such students and provide adequate time for communication and coordinated planning.

References

Ambrose, L 2001, Learning Online Facilitation Online, Moving Online Conference II, 2-4 September, Gold Coast, Australia. http://flexiblelearning.net.au/leaders/fl_leaders/fll00/lyn_ambrose.htm

Sherry, L, Tavalin, F & Billig, SH 2001, Good Online Conversation: Building on Research to Inform Practice, Journal of Interactive Learning Research. Vol 11 (1).
http://www.webproject.org/pdf/oeri.pdf.

Salmon, Gilly.  Psychological and Group Learning Perspectives: Their relevance to e-learning. 
http://oubs.open.ac.uk/gilly