An Alternative Framework: the Five Stage Model of Online Teaching and Learning

An alternative framework: The Five Stage Model of Online Teaching and Learning

How would you use the Five Stage Model?

How might you apply Gilly Salmon’s Five Stage Model to your own teaching practice? Take a closer look at this copy of the Five Stage Model and the descriptions beneath. Then, in the space provided at the end of the section, write some notes about how you might apply this model to your own teaching.

Estimated duration: 40 minutes

In stage one, the online teacher makes sure that students can access and use the digital technologies that will be used for the course as well as building student motivation and confidence in the online environment.

Welcoming and encouraging: Be sure to send a welcome message to all the students that clearly explains the purpose and the format of the online course.

Setting up system and accessing: Before an online course begins it is important that students are able to access and comfortably use the digital technologies in order to help them develop confidence.

Stage 2: Online socialisation

Stage two is about online socialisation and it builds on stage one. In this stage, the online teacher focuses on social processes and 'community building'.

Familiarising and providing bridges:The online teacher acts as a ‘host’, facilitating icebreaker activities that allow the students to get to know each other and also to emphasise the collaborative nature of the course.

Sending and receiving messages: The online teacher models and helps the students create guidelines for online communication in the course (e.g. netiquette).

Stage 3: Information exchange

For stage three, the online teacher facilitates exploration through information exchange and co-operative tasks. Interaction takes place with other students and course materials.

Facilitating tasks:Information starts to flow and students generally become excited about the immediate access and fast information exchange. They also express concern about the volume of information suddenly becoming available and the risk of potential information overload. In this stage, online teachers can help students to develop good time management and organisational skills.

Searching, personalising software: At this stage, many students are likely to need help from the online teacher in developing or refining their seeking, searching and selecting skills. Some students may be overwhelmed by the mass of content and may need help to focus on the essentials. You can expect many queries about where to find things online. Teachers need to provide guidance without inhibiting the free-flowing communication between students, as students derive an enormous amount of motivation and enjoyment from this personal communication.

Stage 4: Knowledge construction

During stage four, the online teacher focuses on knowledge development and discussion activities. Students recognise the value of text-based asynchronous interaction and take control of their own knowledge construction.

Facilitating process:As interactions unfold and expand, many (but not all) students engage in some active exploration, and in the process widen their own viewpoints and appreciate differing perspectives. By now, students should be interacting and starting to collaborate in their knowledge construction. Problem-based and practice-based tasks are appropriate at this stage. Online teachers have an important role to play in building and sustaining groups.

Conferencing:The online teacher needs to apply 'weaving' skills. Weaving involves pulling together the students’ contributions by, for example, collecting statements from a range of individual learners and relating them to concepts and theories from the course. The teacher enables development of ideas through discussion and collaboration, summarises from time to time, ensuring that diverse views are given consideration, and helps keep the discussion on track.

Stage 5: Development

Stage five is characterised by reflection and assessment. Students become responsible for their own learning and that of their peers. Ideas are applied to individual contexts.

Supporting, responding:Online teachers should encourage students to explore their own thinking and knowledge building processes. It is common at this stage for students to reflect on and discuss how they are networking, and to evaluate the digital technologies and the impact on their learning processes. These higher-level skills require the ability to reflect on, articulate and evaluate one’s own thinking. Students become responsible for their own learning and need little support beyond that which is already available.

Providing links outside of closed conferences:Students begin to discover and share resources and experiences beyond those found in the course learning management system/virtual learning environment.

Write your notes here: