Access and motivation: Stage one of the five stage model

Salmon (2000) outlined a five stage model for e-learning that has become an established model
around which online courses are developed. This model is a central theme throughout the Certificate Stage of the MSc t-eL. The intention is that this will be the first of five blog posts to relate to each of the five stages of Salmon's model.

Stage one relates to access and motivation, and emphasises that learners at this early stage will be focused on the practical tasks of accessing materials, getting online, negotiating usernames and passwords, and so on. At this early stage they are likely to be motivated though this motivation may be fragile if technology, course structure, and tutor support do not make then entry to the course as welcoming, easy, and stress-free as possible!

The distance learning module I am running this semester is now 4-5 weeks in, and this is probably something I may have taken somewhat for granted! I did try to consider the likely issues facing learners such as usernames, IT induction, access to Blackboard, and so on. I realise now this is especially important and something I want to pay even more attention to the next time we run the module (by which time it may be part of a fully distance MAPP programme!).

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