E-mail comments to the Editor

Download the complete PDF of this issue

Editor’ Note. Dr. Muirhead's excellent overview and Dr. Salmon's book warrant in depth consideration by our Distance Learning community, both researchers and practitioners. Herein lies a rare combination of insight, research, and creative implementation.

Salmon’s E-tivities:
The key to active online learning

Brent Muirhead D.Min., Ph.D.

Introduction

Today’s online instructors face curriculum challenges due to the absence of face-to-face interaction with their students. Currently, the majority of distance education schools must rely upon text based instructional strategies. Distance educators struggle with trying to develop activities that will promote interaction and reflective thinking in their classrooms.  Gilly Salmon’s latest book (2002) E-tivities: The key to act ive online learning addresses the need to develop relevant online instructional activities that can be used in a diversity of academic disciplines. The term "E-tivities" refers to a conceptual framework for discussing interactive learning activities.

The Importance of Learner-Centered Education

The literature on distance education affirms the importance of having learner-centered instruction to effectively meet adult learning needs. Unfortunately, distance education programs struggle in their efforts to provide learner-centered degree programs. Sptizer (1998) notes that " . . . technical, administrative, political, and financial considerations often dictate the kind of system that is designed. Very rarely is the design of distance learning system learner-focused (p. 54)."

New York University spent $25-million to invest in seven online courses in a for-profit venture called NYUonline. Administrative officials decided to stop the educational venture because their program was too flawed to repair. The business plan contained a number of major weaknesses such as neglecting to have more faculty members involved in the development of the project. Carlson & Carnevale (2001) note that " . . . a recent administrator for NYUonline said the company did not adequately survey the market before trying to produce courses. Instead, NYUonline created online courses without determining whether they were what companies wanted for their employees. As a result, NYUonline had trouble finding customers (p. A31). Unfortunately, New York University officials had neglected to survey their market to clearly identify what employees needed for their professional and personal growth.

Hopefully, today’s distance education schools can learn from the business and educational mistakes that that caused the downfall of NYUonline. Spitzer (1998) has offered practical advice for creating a successful contemporary distance learning programs:

1. Focus on the customer. If distance education is going to be successful and widely used, we must put more emphasis on students as ‘customers.’
2. Minimize pain. When it comes to the transition to distance learning; low pain is  always the best.
3. Be context-sensitive. Many learners require personal contact, especially in groups  that have become accustomed to it, and regional ‘coordinators’ can provide a personal  touch.
4. Use appropriate technology. I believe in using the most cost-effective technology.
5. Be sure that students have the prerequisite capabilities to succeed.  I have personally observed many distance learning programs that used advanced technology without adequately preparing students for it.
6. Provide adequate technical support. Nothing will dampen the incipient enthusiasm  of your target audience like early technical glitches that can’t be promptly resolved!
7. Give learners (and instructors) time to adjust. Some believe that the best way to get people to use distance learning technology is to throw them into the deep water. I don’t agree. Some may swim, but my experience is that many will sink.
8. Communicate intensively.  A key to success of any distance education program is a  high level of communication.
9. Understand the needs of all the stakeholders. For example, you will probably need the enthusiastic support of course developers, technical support persons, administrativestaff, etc. on your distance learning ‘team.’
10. Create a positive, motivating environment. There is no substitute for a positive,  caring, nonthreatening environment (p. 55).

Salmon’s Five-Step Model

Spitzer’s (1998) list highlights some of the essential ingredients that are necessary to develop online schools that have high academic standards and individualized instruction. A powerful underlying theme of the list is the importance of the human element in the educational process. The online instructor continues to play a major role in the success of any academic program because they can personalize learning experiences for their students.  Additionally, contemporary online instructors realize that distance education is a "work in progress" that continues to evolve with time and experimentation. Yet, the basic trial and error methodology is a very time consuming way to identify effective teaching practices. Instructors really need research-based teaching strategies that have demonstrated that they have effectively worked in a computer-mediated environment. Salmon’s (2002) E-tivities: The key to active online learning offers an excellent resource for meaningful curriculum activities for instructors who operate in a diversity of online environments. The book is built upon conducting action research projects involving computer-mediated education at the Open University Business School, United Kingdom.

Salmon’s (2002) recent studies have added more depth to her innovative five stage model that offers practical advice and ideas for new and veteran online instructors. The five-step model reflects a positive progression in the quality and intensity of interaction between students and between students and their teachers. The online instructor’s role is multidimensional and changes at different stages depending upon the student needs and circumstances within each class. Therefore, the instructor has to use discernment about their teaching strategies to effectively meet student learning needs. 

Step 1 Access & Motivation: involves helping new students become familiar with the online setting by learning how to use the course software and having instructional activities that are relevant.  Salmon (2002) reminds instructors that "E-moderators should not be complacent about entry level skills to online learning! There are still many novices ‘out there’ (p. 24)."  It is important to address the technical issues and the underlying feelings and emotions that students have about the learning online.  People can become quite frustrated over their technological problems. It is important to help students handle these negative emotions and work with the technical staff to resolve the issues.  Students can feel somewhat embarrassed by their struggles in learning how to use the software. Instructors can alleviate the student’s anxiety by sharing email messages that are supportive and optimistic in tone. Additionally, instructors can share email notes that highlights the purposes of their assignments. Student motivation is partially dependent on their perspective on their ability to complete the class work. Instructors can enhance student confidence by starting with less difficult assignments. It helps students to experience more academic success before taking on more difficult work.

Step 2 Online Socialisation: The second stage involves building the foundation for a vibrant online community by using short e -tivities that cultivate trust between students. Student relationships will grow during group and individual work as student share personal stories and ideas. Then, as students become more comfortable with the online culture they can move into sharing and exchanging information. Instructors can introduce e-tivities that explore cultural differences, recognize the value of diversity in an online community and help students discuss differences in educational expectations. 

Step 3 Information Exchange: Salmon (2002) warns that "it is common for novice e-moderators to spend huge effort and time in trying to encourage contribution at stages 1 and 2, only to find themselves largely logging on to read their own messages.  If e-moderators are too rigorous, they soon burn out! (p. 36)." During the third stage, instructors should utilize online e-tivities that promote discovery learning. Students should have assignments that give them opportunities to explore and share knowledge in class discussions. Instructor will realize that this stage is completed when students are successfully processing information and become more proactive in their learning. 

Step 4 Knowledge Construction: The advent of this stage marks the development of e-tivities that focus more on helping students use higher order thinking skills and become independent learners. Students must have projects that help them to learn how to construct their own personal knowledge. Also, instructors need to be intentional in their online remarks and aim to enhance their student’s critical thinking skills. Students will start moving from being merely knowledge transmitters to creators or authors of innovative ideas. It is an exciting time in the online class as students are challenged by e-tivities that require working on problems that have multiple interpretations.

Step 5 Development:This stage represents the development of new cognitive skills that enable students to learn to monitor and evaluate their thinking. Students take personal ownership of their learning experiences and assist students within their study groups and new students to the class. Instructors select e-tivities that encourage reflective thinking by sharing problem-based situations or scenarios that require interpretation information, creativity and a willingness to test assumptions.

Salmon's (2000) Five-Step Model

Characteristics of E-tivities

It is important that online instructors have the appropriate educational resources to individualize their lesson plans and course materials for their classes. Salmon (2002) provides a host of educational resources (i.e. scenarios, ideas for reflective dialog and professional development activities) in E-tivities: The key to active online learning that can be used by instructors in their classes. The e-tivities are designed to engage online students in meaningful work that captures their imagination and challenges them to grow. There are five vital features to e-tivities:

• A small piece of information, stimulus or challenge (the ‘spark’)
• Online activity which includes individual participating posting a contribution
• An interactive or participative element-such as responding to the postings of others
• Summary, feedback or critique from an e-moderator (the  ‘plenary’)
• All the instructions to take part are available in one online message (the ‘invitation’) (Salmon, 2002, p. 13).

Conclusion

Salmon’s (2002) research provides a solid foundation for relevant and purposeful online instructional activities. The Five-Step Model offers an excellent paradigm for combining theory and practice into the teaching and learning process. It affirms the importance of the having teachers who are prepared to share meaningful activities in a learner-centered atmosphere.

NOTE: Dr. Salmon's book, E-tivitites: The key to active online learning, is available in the United States at Barnes & Noble.

References

Carlson, S. & Carnevale, D. (2001). Debating the demise of NYUonline. Chronicle of Higher Education. 48 (16), pA31. Retrieved from EBSCO host March 3, 2002. http://www.apollolibrary.com/collections.asp

Salmon, G. (2002). E-tivities: The key to active online learning. London: Kogan Page.

Salmon, G, (2000). E-Moderating: The key to teaching and learning online. London: Kogan Press.

Spitzer, D. R. (1998). Rediscovering the social context of distance learning. Educational Technology, 38 (2), 52-56.

About the Author