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5 stage model

People

Here is how you can get to know the model.

The formal model is below, but rather than go into long descriptions of each stage of the model we have included some cartoons ilustrating each stage of the model along with a brief commentary. You can access these by clicking on the links below. Enjoy!

Stage 1 - Access & Motivation | Stage 2 - Socialisation | Stage 3 - Information Exchange
Stage 4 - Knowledge Construction | Stage 5 - Development

As you can see, our new online learner, Lou, is experiencing considerable frustration in logging on (the one with the hatchet!). The e-moderator adopts the role of ensuring access and welcoming and encouraging. Use of time and motivation to take part becomes an issue from the very beginning. Motivation is an essential element to get participants through the early stages of use of the hardware and software systems and towards engagement and mobilisation of learning.

E-tivities at this stage therefore need to provide a gentle but interesting introduction to using the technological platform and acknowledgement of the feelings surrounding using technology and meeting new people through the online environment. Even the most apparently confident individuals need support at the beginning.

At stage 2, you are doing nothing less than creating your own special online micro- community through active and interactive e-tivities. Whether the community will last a few weeks or a few years, it’s a very special learning and teaching opportunity. Many participants are very excited at the potential of sharing in the thoughts and work of others but find that in reality, it’s hard to get started. Here we can see that Lou setting off on a journey of faith, carrying some baggage.

The e-moderator is building the bridges for all the participants.

At stage 3, information can be exchanged and co-operative tasks can be achieved. The big advantage of asynchronicity is that everyone can explore information at their own pace and react to it before hearing the views and interpretations of others. Participants’ learning requires two kinds of interaction: interaction with the course content and interaction with people, namely the e-moderator(s) and other people.

Here we can see that Lou is getting used to being online and has started to work with some colleagues.

By stage 4, participants frequently start to recognise one of the key potentials of text- based asynchronous interaction and take control of their own knowledge construction in new ways. E-tivities at this stage have discussion or knowledge development aspects at their core.

E-moderators have important roles to play at this stage. They build and sustain groups. By stage 4, Lou’s group is really constructing knowledge through their online interaction and successfully handling their own group dynamics.

At stage 5, participants become responsible for their own learning and that of their group. They build on the ideas acquired through the e-tivities and apply them to their individual contexts. By now, both participants and e-moderators will stop wondering how they can use online participation and instead become committed and creative. They also become critical and self-reflective. At stage 5, Lou is confident in reflection, assessment and the journey forward.