{"id":10718,"date":"2021-02-16T12:00:00","date_gmt":"2021-02-16T12:00:00","guid":{"rendered":"https:\/\/blogs.tees.ac.uk\/lteonline\/?p=10718"},"modified":"2021-02-16T09:53:18","modified_gmt":"2021-02-16T09:53:18","slug":"gilly-salmons-5-stage-model-for-online-learning","status":"publish","type":"post","link":"https:\/\/blogs.tees.ac.uk\/lteonline\/2021\/02\/16\/gilly-salmons-5-stage-model-for-online-learning\/","title":{"rendered":"Gilly Salmon\u2019s 5 Stage Model for Online Learning"},"content":{"rendered":"

Gilly Salmon\u2019s five stage model<\/span>\u00a0provides a\u00a0<\/span>framework for a structure<\/span>d<\/span>\u00a0<\/span>programme<\/span>\u00a0of online learning.\u00a0<\/span>The model offers essential support and learning to participants at each stage, which will be looked at in more detail.\u00a0<\/span>Her\u00a0<\/span>five-stage<\/span>\u00a0plan offers a precise approach to scaffolded learning, a crucial aspect of\u00a0<\/span>constructive<\/span>\u00a0learning.\u00a0<\/span>\u00a0<\/span><\/p>\n

The model can be applied to many different areas of online delivery. For example, it has been very effective getting students to engage with asynchronous tools like discussion boards.\u00a0<\/span>\u00a0<\/span><\/p>\n

Stage 1 \u2013 Access and Motivation<\/span><\/b>\u00a0<\/span><\/h4>\n

Stage one involves the online learning system being set up and activated<\/span>,<\/span>\u00a0and a warm welcome to students who are new to online learning. It is impo<\/span>rtant to encourage students to access and engage with the content as well as with their peers.\u00a0<\/span>Students should be made aware that there is technical support available for them if they need it.\u00a0<\/span>\u00a0<\/span><\/p>\n

Stage 2 \u2013 Online\u00a0<\/span><\/b>Socialisation<\/span><\/b>\u00a0<\/span><\/h4>\n

At stage two, students should be expanding their network and communicating with other members of their online community.\u00a0<\/span>These conversations should be moderated by the tutor, in<\/span>\u00a0order to ensure that the students are communicating appropriately. One way to encourage the students to connect could be to set up an activity in a discussion board<\/span>\u00a0such as asking the students a question and getting them to discuss the answer together.\u00a0<\/span>\u00a0<\/span><\/p>\n

Stage 3 \u2013 Information Exchange\u00a0<\/span><\/b>\u00a0<\/span><\/h4>\n

At stage three the tutor will be teaching and supporting the use of learning materials<\/span>\u00a0whilst the student will be beginning to gain an understanding of how online learning works and how they can manage their time effectively.\u00a0<\/span>This may include conducting their own personal\u00a0<\/span>research<\/span>\u00a0and finding different\u00a0<\/span>softwares<\/span>\u00a0that may be useful in their learning.\u00a0<\/span>\u00a0<\/span><\/p>\n

Stage 4 \u2013 Knowledge Construction<\/span><\/b>\u00a0<\/span><\/h4>\n

By stage four the student should have taken control over their learning. They will be a valued member of their learning community. At this point, it is vital that the tutor moderates e<\/span>ach learner and reaches out to anyone who they think may be strug<\/span>gling. Online learning can be an isolating experience and students can fall behind if they are not receiving the relevant support.\u00a0<\/span>\u00a0<\/span><\/p>\n

Stage 5 \u2013 Development\u00a0<\/span><\/b>\u00a0<\/span><\/h4>\n

At this stage the student should be a confident online learner that can work independently and provide meaningful discussion within the group. They should be able to apply their learni<\/span>ng to their own individual contexts. Tutors should be providing\u00a0<\/span>extra reading at this point, in order to encourage students to continue to develop their own individual expertise.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

The following video shows Gilly Salmon discussing the model in more detail:\u00a0<\/span>Education Alchemists: Professor Gilly Salmon interview about the 5 Stage Model<\/span><\/a>\u00a0<\/span><\/p>\n