The rapid growth of distance education schools has created an even greater need for effective e-moderators or teachers. Yet, many online teachers often begin working with limited experience and training in distance education. Contemporary online teachers tend to learn how to operate online by “intuition.” The intuition method of learning is quite time consuming and frustrating because individuals must learn by trial and error. The British author Gilly Salmon has provided valuable information and resources for both the novice and veteran distance educator. She has extensive online experience as a trainer of e-moderators for the Business School at the Open University (United Kingdom). The Open University has been an international leader in experimenting with new educational methods and ideas. Salmon offers remarkable insights from her action research studies on Computer Mediated Conferencing (CMC). Her findings were based on a combination of content analysis of online communication of students and teachers, focused group work and testing and evaluation of a new teaching and learning model.

Salmon translates her research findings into an informative and lively format that highlights the dynamic and distinctive nature of online education. Readers will appreciate the relevant case studies and practical quotes that are integrated into the text. Distance educators strive to create a learning environment that individualizes instruction and encourages genuine academic dialog. The author realizes that e-moderators are challenged by a diversity of students who have a variety of expectations, learning styles, computer and communication skills that influence their online participation in learning communities. It raises the logical question, how can teachers enable students to become active self-directed learners who enjoy working with others? Salmon utilizes a five stage online learning model to help train and prepare teachers for online work:

1. Access and motivation

2. Online socialization

3. Information exchange

4. Knowledge construction

5. Development

The five-step model reflects a positive progression in the quality and intensity of interaction between students and between students and their teachers. The educator’s role changes at different stages depending upon student needs and circumstances within the class. Therefore, it is important to know the “audience” which is constantly changing from class to class. For instance, why are some students just browsing or staying on the fringes of the class discussions? Salmon observes that even the student “lurkers” or browsers are learning because they might be sponges who take information. The wise instructor will spend time getting to know their students to discover the reasons behind their hesitancy to make a significant contribute. Perhaps, some students lack confidence (Stage 2) and it is wise to give the individuals some time to read and enjoy the contributions of their classmates. Then, as students become comfortable with the online culture they can move into sharing and exchanging information (Stage 3). The advent of Stage 4 is very important for e-moderators to weave the contributions of students into a narrative that highlights course principles and theories. Teachers will notice a definite change in their students who move from being merely knowledge transmitters to creators or authors of creative ideas. Salmon relates that teachers must work as facilitators who promote collaboration among the students. Ultimately, the goal is to help learners reach Stage five. It is the highest level of online learning with educational goals that reflect constructivist philosophy. Students demonstrate critical thinking skills by interpreting information at a deeper level. In fact, students will start to monitor and evaluate their own thinking skills. Therefore, e-moderators will need to be prepared to discuss a variety of issues such as impact of technology on learning, networking and critically evaluate each others online comments.

Salmon utilizes research studies to develop a comprehensive chart of five e-moderator competencies:

1. Understanding of online process

2. Technical skills

3. Online communication skills

4. Content expertise

5. Personal characteristics

The list of five competencies can be used in a variety of ways: by e-moderators for designing a personal professional development plan, help administrators recruiting online personnel and educators developing curriculum materials for training online teachers. It is a fantastic chart that reflects how action research can have vital benefits for improving the quality of online interaction. Salmon has devoted the second half of her book to provide resources for practitioners. The author has created a unique collection of materials to help individuals who have a variety of professional needs. Readers can study how to work with students with disabilities, explore how to implement the five stage model, examine online conferencing text examples and stimulate their thinking on how to prepare e-moderators for the future.

Salmon’s work ranks as an outstanding example of how to apply an action research project to contemporary educational problems and issues. It is definitely a must read for distance educators who want to enhance their ability to create a virtual classroom that is relevant, friendly and intellectually challenging for their students.