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E-Moderating in Higher Education

E-Moderating in Higher Education

Gilly Salmon
Copyright: © 2004 |Pages: 24
ISBN13: 9781591401780|ISBN10: 159140178X|ISBN13 Softcover: 9781591402213|EISBN13: 9781591401797
DOI: 10.4018/978-1-59140-178-0.ch003
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MLA

Salmon, Gilly. "E-Moderating in Higher Education." Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning, edited by Caroline Howard, et al., IGI Global, 2004, pp. 55-78. https://doi.org/10.4018/978-1-59140-178-0.ch003

APA

Salmon, G. (2004). E-Moderating in Higher Education. In C. Howard, K. Schenk, & R. Discenza (Eds.), Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning (pp. 55-78). IGI Global. https://doi.org/10.4018/978-1-59140-178-0.ch003

Chicago

Salmon, Gilly. "E-Moderating in Higher Education." In Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning, edited by Caroline Howard, Karen D. Schenk, and Richard Discenza, 55-78. Hershey, PA: IGI Global, 2004. https://doi.org/10.4018/978-1-59140-178-0.ch003

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Abstract

There are few published reports of structured approaches to developing lecturers for new online roles. However, both campus and distance learning institutions can offer some experiences in developing lecturing staff to moderate and teach with low cost text-based online conferencing. This role is known as e-moderating. Staff development is often asserted as a key issue in the success of everything from a project, a course or a whole institution to an online environment. The current climate asserts the importance both for university and college lecturers of adopting a good practice and an understanding of teaching in addition to academic competence. This chapter considers and explores the knowledge and skills that the best e-moderators have and how they can be recruited, trained and developed.

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