Any significant initiative aimed at changing of teaching methods or the introduction of networked technologies into university, full appreciation of the role and training of e-moderators must accompany college or organisational learning (Paulsen 1995). Even where technological infrastructure and support are strong, and when worthwhile learning applications are developed, without staff development nothing is likely to happen beyond pilot schemes. In the medium term, the costs of training and support for users can be higher than the provision of the technology; therefore it is worthwhile giving the training of e-moderators due consideration and adequate planning. Trained and experienced e-moderators can then contribute to successful course.

E-moderating is not a set of skills any of us is born with, nor one that we have learned vicariously through observing teachers whilst we ourselves were learning. As yet there are few online mentors to guide us through step by step. From 1996, in the Open University Business School, I have trained new and experienced Associate Lecturers in management, in the art of e-moderating, based on a model developed through action research (Salmon 2000a, Salmon 1998). For the history of the use of computer mediated conferencing in the OU, see Salmon 1999.

Increasingly, colleagues in disciplines other than management education, other than distance learning, and in locations other than Europe have asked for ideas and support in training their online teachers and trainers. I report briefly on the model itself, and then offer examples and reflections on its use, with especial reference to the adjustments made for other contexts. The conference presentation, and the slides on my Web site, will demonstrate screen shots of the various training programmes.

Individual access and the ability of participants to use Computer Mediated Conferencing (CMC) are essential prerequisites for participation in online learning (stage one, at the base of the flights of steps). Stage two involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person’s goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the 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. From stage two onwards, it is important to provide online activities that encourage participants to engage in active learning and with each other in meaningful and authentic learning tasks.

I have built training programmes based on the key skills needed at each of the 5-steps. Training to e-moderate needs to take place in the online environment itself, wherever possible.

In Fall 2000, the United Stated Open University (www.open.edu) commenced operation with a range of fully distance learning and supported courses in management, business, computing, social sciences and the

In Fall 2000, the United Stated Open University (www.open.edu) commenced operation with a range of fully distance learning and supported courses in management, business, computing, social sciences and the humanities. The 5-step model was "translated" to provide an 8 hour asynchronous programme, which the newly recruited Associate Faculty undertook over a 10 day period. A minimum of adjustment was needed to make the European management tutors’ programme suitable for the US context and wider range of disciplines. This included UK to US spellings in English, which if not adjusted, are a source of minor irritation, amusement even, and at worst a diversion for from the serious business of learning to teach online.

30 Associate Faculty successfully and happily completed the training prior to a face to face orientation meeting in Denver Colorado in August 2000. Providing the training online prior to a meeting proved especially satisfactory. The precious time spent together was not taken up by fears of failure to log on but instead by very productive discussions, based on real experience, of how the medium could be used for students. The Associate Faculty enjoyed and benefited from the online training and looked forward to meeting each other on completion.

They maintain a consistent and methodical approach to computer mediated conferencing and have adopted the five-step model as a blueprint for delivering quality and value in online teaching. Each staff member is provided with a copy of the Monash Moderator’s Manual based on the five-step model and attend workshops in e-moderation.

Sandra Luxton of Monash says "Students coming through each subject therefore have well founded expectations, and a quality approach to online teaching is maintained" (Luxton et al 2000).

TV audiences reached 300,000 per programme during the series. Following the first week's broadcast in February 1999, there were around 4,000 visitors to The Business Café Web site. This figure rose to around 6,000 for weeks 2-6, reached to 8,000 for week 7 and fell again to 6,000 for weeks 8-9. In total, around 60,000 visits were made to the Café home page during the series. The five step model was used to train the nine e-moderators who interacted with visitors to the Web site over the 10 week period, and to provide a basic structure to the large scale online public conferencing.

The five-step model has proved its worth as a basic framework in a variety of settings and applications. It appears to be a "boundary crosser" and add value and meaning to understandings of e-moderated online student interaction, regardless of context. Work is continuing to apply and explore it in new settings.

Ghoshal, S., Arnzen B. and Brownfield S., (1992) "A learning Alliance Between Business and Business Schools: Executive Education as a Platform for Partnership", California Management Review, Berkley, Fall issue.

Luxton, S., Farrelly, F., Joy, S. and Clulow, V. (2000) "Collaboration In Transnational Marketing Education" Conference Proceedings – American Marketing Association – Marketing Educators Conference, Buenos Aires, June.

Merron, J. (1998) "Managing a Web-based literature Course for Undergraduates", Online Journal of Distance Learning Administration, Vol.1 No. IV Winter.

Paulsen, M.F. (1995) "Moderating Educational Computer Conferences", in Computer mediated communication and the online classroom in Distance Education. Berge Z., and Collins M. (Eds.) Creskill, NJ: Hampton Press.

Salmon, G. 1998 Developing learning through effective online moderation, Active Learning 9 (December) pp 3-8

Salmon, G. 1999 Computer mediated conferencing in large scale management education, Open Learning (June) pp 45-54

Salmon, G (2000a) E-moderating: the key to teaching and learning online, Kogan Page, London

Salmon, G. (2000b) Driving Over Stepping Stones. Proceedings of Networked Learning, Lancaster

Turoff, M. (1997)"Alternative Futures for Distance Learning: The Force and the Darkside", Keynote paper UNESCO/Open University International Colloquium April 27-29, Open University, Milton Keynes