Salmon's e-tivities model

E-tivities is a framework developed by Salmon (2002, 2013) that is based on a range of action research projects that looks into computer-mediated education. This framework consists of an innovative 5-step model for online teachers to develop the interaction between teachers and students in the varied worlds of online learning (See Figure 2.2 below). Although operating in an online virtual learning environment, the teacher is still fully responsive to the needs of the learner, with each learner having their own learning style and level. The teacher needs to adapt their teaching to be in line with the learner's requirements. It fits well with active learning, albeit within an e-Learning environment. The descriptions of each phase are as follows:

Figure 2.2. Five-phase model of e-tivities by Salmon (2002, 2013)

Phase 1. Access and Motivation: This is where new students gain familiarity with the online environment for learning, and how they use the software and instructions. Salmon suggested that there are "many novices out there" (p. 24), and we should not think that everyone is automatically familiar with technology; early frustrations with technology and software can actually put students off a course before it has started. Therefore, teachers should help the student settle in via supportive emails, and begin the course with some less demanding assignments. The e-moderator or the teacher should welcome the students and should also ensure that all students are comfortable in regard to operating the platform. Phone and email assistance should be available in case students require help with certain aspects of the platform.

Phase 2. Online Socialisation: This step looks to build up an online learning community and friendships between learners. The idea is to involve students in the online culture, forums and chat areas where they can share concerns and ideas about the course. The focus and efforts should be made towards the creation of positive environments where the students are confident about online contributions. They should also feel at ease in regard to commenting on other peoples' contributions in this step.

Phase 3. Information Exchange: Salmon (2002, 2013) indicated that "it is common for novice e-moderators to spend huge effort and time trying to encourage contribution at Phases 1 and 2, only to find themselves largely logging on to read their own messages..." (p. 36). This means there is a danger of teacher burn out. The key to avoiding this is for teachers to encourage assignments that get students sharing discussions on forums and being proactive within active learning of their own. In this phase, academic activities can be earnestly embarked upon. Since the students are now online and confident in the use of online learning tools, they can be approached in a positive manner.

Phase 4. Knowledge Construction: Collaborative and more demanding tasks can be provided in this phase where working together by students is essential in the development of knowledge, negotiation of perspectives, and discussions of interpretations. In this phase, the students move towards being an independent learner, using high-order thinking skills. Teacher comments need to be incisive and enhance students' critical thinking, and the class as a whole will be challenged by e-tivities that need multiple interpretations.

Phase 5. Development: Lastly, this step encourages the development of new cognitive skills in which students monitor and evaluate their own learning. The e-tivities are selected for being reflective and allow opportunities for interpreting information and testing any assumption.

Salmon (2002) suggested that designing and conducting online learning activities based on this 5-step model can promote learning, engage students in their learning process, and assist in successfully achieving learning outcomes. The model also shows how collaborative learning can be staged and scaffolded. Salmon’s 5-phase model has been adapted in many studies as a theoretical foundation and a guide for designing and developing online learning activities (e.g. Goh, Dexter, & Self, 2014; Parra, 2013;

Liburd & Christensen, 2013; Wright, 2014). Goh, Dexter, and Self (2014) indicated that Salmon’s model is "a useful model to inform and guide tutors and students on using online technology practice and thus experience fully online the teaching and learning interactive experience" (p. 256). With an understanding of the model, it is important to examine whether it has been shown to be relevant in practice, particularly given the changes in Web 2.0 technologies and online learning and collaboration that have occurred since the model was first developed. Wright (2014) investigated the e-tivities model by examining blog posts. The researcher concluded that the model was not only relevant, but that it provided a strong foundation from which to design online collaboration and learning for social presence, cognitive presence, and teaching presence. Wright (2014) noted that there is a benefit for both students and teachers as there is recognition and concern for motivation, socialization, information exchange, knowledge construction, and finally, development. The importance of Wright's (2014) investigation of the e-tivities model is that the conclusions provide evidence that the

model continues to be relevant even as technologies related to online learning and collaboration have changed. From a larger standpoint of attempting to create a unified model that can encompass all of the issues and concerns that have been addressed within the literature that have been examined, the issues and concepts that are part of the e-tivities model, such as concerns for student motivation, information exchange, and knowledge construction, need to be included. By ignoring the foundation of the e-tivities model, an all encompassing model for the use of Web 2.0 technologies in online learning collaboration could potentially be created that was not relevant to the current issues and concerns that are present as both students and teachers navigate the use of those technologies. Therefore, the basic concepts of this model for the use of Web 2.0 technologies in online learning collaboration were adopted and adapted into the new model proposed in the present study.