Abstract
Blended learning is increasingly permeating and transforming conventional university education worldwide. Knowledge and skills to design and implement online activities in an effective and efficient way have become one of the essential competencies of university faculty today. As an attempt to contribute to a better design and implementation of e-moderating strategies for online discussion in a blended learning context, this study examines the effectiveness and efficiency of Salomon's five-stage model in creating and implementing e-tivities and e-moderating strategies for online discussion in a conventional college course, and revises this model adaptable to blended learning systems based on the quantitative and qualitative data obtained from sixty students and two e-moderators. The study presents and discusses the revised model of e-moderation for blended learning in details, and concludes with future research topics.
