Gilly Salmon, in her book ‘E-Moderating’, discusses a five-step model for supporting e-learning processes. Each stage requires participants to master certain technical skills (shown in the bottom left of each step). Each stage calls for different e-moderating skills (shown on the right top of each step). The “interactivity bar” running along the right of the flight of steps suggests the intensity of interactivity that you can expect between the participants at each stage. At first, at stage one, they interact only with one or two others. After stage two, the numbers of others with whom they interact, and the frequency, gradually increases, although stage five often results in a return to more individual pursuits.
http://www.atimod.com/e-moderating/5stage.shtml
At Stage one (Access and Motivation), the learners need to be able to set up the system and gain access. The role of the moderator at this stage is to ensure they are welcomed and motivated and point to sources of help in gaining access to the system. Responses by the moderator at this stage are largely to the individual and may be through e-mail rather than the conferencing environment.
At Stage two (On line socialisation), the learner starts to appreciate both the social environment of the conference, and learning how to take part in it. At this stage, the moderator needs to be the "bridge builder" to ensure that the learner makes the successful transition between operating in a familiar text or face to face learning world to the new environment of learning on line. As the learner is still finding his or her way around, responses by the moderator are still largely individual but may be in conferences and therefore public. However the learner may still need individual e-mails for support and direction.
At Stage Three (Information giving and receiving), the learner starts to appreciate the huge range of information available on line, and his or her ability to contribute. Here the moderator acts as research leader and supporter in assisting the learner in identifying and finding the information he or she really wants. Moderators' responses can often be in the conferences and to the whole group.
At Stage Four (Knowledge Construction) the interaction and knowledge construction stage begins. At this stage, moderators and students work together to generate and make new meanings through their collaboration. The moderator does less but more carefully- providing stimulus and facilitating the process of interaction. The role is clearly that of facilitation and many of the standard face to face group facilitation skills can be employed. See Appendix 2 for example.
At Stage Five (Development) , the learner is moving towards becoming independent on line and the role of the moderator is that of providing encouragement and access if necessary to facilities to encourage the individual to continue his or her self development through the medium. The moderator progressively withdraws as the learner becomes more self-directed.
(From: Gilly Salmon & Ken Giles (1997) - Moderating Online http://www.emoderators.com/moderators/gilly/MOD.html)
For more on the five-step model, see Coady, J., Gilhooly, D., Macmanus, M., O’Connell, M. (2003) E-Moderating and E-tivities http://www.ilta.net/EdTech2003/papers/oconnelleModerating.doc