**6. 5-stage model on role of E-moderator in online learning**

To sum up this section on pedagogical approaches to online teaching the researcher explored the ideas of Gilly Salmon on how to design and manage online classrooms. Both her textual and video messages assert that in order for the online learning to be successful the learners have to be supported through a structured and paced program of e-tivities which offer high levels of interaction, engagement, flexibility and feedback. The role of the E-moderator is to promote interaction and communication. Processes that enable achievement of these two goals include modeling, conveying and building knowledge and skills; and mediating the online environments. This 5-stage model is developed with a focus on the learner's profile and needs; stressing the kind of support that the e-moderator (teacher) should provide to enable the learners to build expertise in learning online. The model is illustrated in **Figure 1** (used with permission).

At stage one, there has to be access to online platform and the teacher needs to welcome and encourage the learners to interact. Stage two comprises of establishment of online identity. At this stage the teacher abridges between the cultural,

**81**

**Notes**

illustration.

*From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences…*

Through exploration of literature on past research this study reveals that the teaching and learning ecosystems are changing to adapt to the realities of global changes that seem to affect all spheres of life. Thus, necessitating the need for new knowledge, skills and attitudes that will help the learners to adapt to the rapidly changing world of the 21st Century. Amidst these changes, it is significant to acknowledge the role of technology both as a trigger and vehicle by which learners and teachers can navigate through the crisis presented by the changes. Technology has brought in new knowledge into disciplines, some of which have not even been classified-yet are counted as very important in addressing problems such as global warming. The traditionally certified teacher's Knowledge, competencies, skills and pedagogies will no longer suffice in the present teaching and learning ecosystems. Lead researchers in teacher education have acknowledged the critical need for revamping teacher education, particularly, to in cooperate technology and optimize the use of digital resources and information management systems. In this case the teacher acquires a new tittle as E-Moderator; and this demands knowledge of ICT, learners and re-adjustment of pedagogical strategies. The researcher recommends that teacher education programs should strengthen the foundational, and professional courses to reflect the changing realities. There should be mentoring on online teaching across levels of teacher education programs in Kenya, and also benchmarking with successful teacher education programs outside the country. This is what Linda Darling-Hammond and John Bransford refer to as "learning about practice in

I acknowledge and thank Professor Gilly Salmon for granting permission for the

I also appreciate the opportunities for online teaching that have been accorded by the University of Eastern Africa, Baraton, that motivated my interest in online teaching and also for allowing the use of a section of their E-Learning platform for

use of the 5-Stage E-Moderator Model, and further insight into the work;

social and learning environments as the learners begin to bond. Some of the important activities are sending and receiving messages. Stage three is that of information exchange. The teacher is required to scaffold the tasks by supporting students in the use of e-learning materials such as videos or text materials. Stage four involves knowledge construction, and activities such as discussions; and to be successful, collaborative interactions like conferencing are useful. The last stage is of development and requires the teacher to further support and respond to students as they realize personal goals. This can be done by providing links and integrating online learning with other modes of learning. In a study exploring MOOC as a form of professional development the participants acknowledged that the 5-step model is a positive method for guiding online learners [5, 6, 17]. This model can provide great insight, as teacher education programs in Kenya endeavor to engineer techno

*DOI: http://dx.doi.org/10.5772/intechopen.96950*

**7. Conclusions and recommendations**

practice" or "learning in and from practice" [9].

**Acknowledgements**

friendly pedagogies.

#### **Figure 1.**

*[22] E-moderating: the key to teaching and learning online. 3rd edition, page 32.*

*From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences… DOI: http://dx.doi.org/10.5772/intechopen.96950*

social and learning environments as the learners begin to bond. Some of the important activities are sending and receiving messages. Stage three is that of information exchange. The teacher is required to scaffold the tasks by supporting students in the use of e-learning materials such as videos or text materials. Stage four involves knowledge construction, and activities such as discussions; and to be successful, collaborative interactions like conferencing are useful. The last stage is of development and requires the teacher to further support and respond to students as they realize personal goals. This can be done by providing links and integrating online learning with other modes of learning. In a study exploring MOOC as a form of professional development the participants acknowledged that the 5-step model is a positive method for guiding online learners [5, 6, 17]. This model can provide great insight, as teacher education programs in Kenya endeavor to engineer techno friendly pedagogies.

### **7. Conclusions and recommendations**

Through exploration of literature on past research this study reveals that the teaching and learning ecosystems are changing to adapt to the realities of global changes that seem to affect all spheres of life. Thus, necessitating the need for new knowledge, skills and attitudes that will help the learners to adapt to the rapidly changing world of the 21st Century. Amidst these changes, it is significant to acknowledge the role of technology both as a trigger and vehicle by which learners and teachers can navigate through the crisis presented by the changes. Technology has brought in new knowledge into disciplines, some of which have not even been classified-yet are counted as very important in addressing problems such as global warming. The traditionally certified teacher's Knowledge, competencies, skills and pedagogies will no longer suffice in the present teaching and learning ecosystems. Lead researchers in teacher education have acknowledged the critical need for revamping teacher education, particularly, to in cooperate technology and optimize the use of digital resources and information management systems. In this case the teacher acquires a new tittle as E-Moderator; and this demands knowledge of ICT, learners and re-adjustment of pedagogical strategies. The researcher recommends that teacher education programs should strengthen the foundational, and professional courses to reflect the changing realities. There should be mentoring on online teaching across levels of teacher education programs in Kenya, and also benchmarking with successful teacher education programs outside the country. This is what Linda Darling-Hammond and John Bransford refer to as "learning about practice in practice" or "learning in and from practice" [9].

#### **Acknowledgements**

I acknowledge and thank Professor Gilly Salmon for granting permission for the use of the 5-Stage E-Moderator Model, and further insight into the work;

#### **Notes**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

teacher offered support, only when it was necessary.

illustrated in **Figure 1** (used with permission).

*[22] E-moderating: the key to teaching and learning online. 3rd edition, page 32.*

**6. 5-stage model on role of E-moderator in online learning**

To sum up this section on pedagogical approaches to online teaching the researcher explored the ideas of Gilly Salmon on how to design and manage online classrooms. Both her textual and video messages assert that in order for the online learning to be successful the learners have to be supported through a structured and paced program of e-tivities which offer high levels of interaction, engagement, flexibility and feedback. The role of the E-moderator is to promote interaction and communication. Processes that enable achievement of these two goals include modeling, conveying and building knowledge and skills; and mediating the online environments. This 5-stage model is developed with a focus on the learner's profile and needs; stressing the kind of support that the e-moderator (teacher) should provide to enable the learners to build expertise in learning online. The model is

At stage one, there has to be access to online platform and the teacher needs to welcome and encourage the learners to interact. Stage two comprises of establishment of online identity. At this stage the teacher abridges between the cultural,

In this approach the teacher learns a lot of technological skills from the learners who already have an upper hand in this. Proponents of online learning agree that being an online learner contributes to an academician's professional development of becoming a technology-enabled designer or teacher, [17]. One teaching method that can be used in this strategy is the project method; which fits with many

features of online learning. The researcher recollects an experience with the project method in teaching the course Educational Communication and Technology. In this case, the students were to identify a problem, use a topic of interest and select four types of media to solve the problem. One group focused on solving the modern problem of race by revisiting Trans-Atlantic slave trade and used power points, recorded voice, video and music for illustration. This was very interesting. The

**80**

**Figure 1.**

I also appreciate the opportunities for online teaching that have been accorded by the University of Eastern Africa, Baraton, that motivated my interest in online teaching and also for allowing the use of a section of their E-Learning platform for illustration.

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*
