ERIC Number: ED427705
Record Type: RIE
Publication Date: 1998-Nov
Reference Count: N/A
Collaborative Learning in Asynchronous Learning Networks: Building Learning Communities.
Hiltz, Starr Roxanne
One of the potential negative effects of online courses is a loss of social relationships and a loss of the sense of community that is usually present on a traditional campus. This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for World Wide Web-based courses to be as effective as traditional classroom courses. The nature of collaborative learning versus other models, as well as some of the issues raised by Web-mediated education are reviewed. Results of recent studies at the New Jersey Institute of Technology and Penn State, indicating that collaborative learning is important to the success of asynchronous learning networks (ALNs) in creating positive outcomes for students, are summarized. The paper concludes that the question of how to build and sustain online learning communities is a prime area where researchers on ALNs ought to be focusing their efforts. (Contains 13 references.) (Author/AEF)
Descriptors: Community, Computer Assisted Instruction, Computer Mediated Communication, Conventional Instruction, Cooperative Learning, Distance Education, Higher Education, Instructional Design, Instructional Effectiveness, Interaction, Interpersonal Relationship, Learning Strategies, Online Courses, Online Systems, Research Needs, Small Group Instruction, Teacher Role, Teaching Methods, Teaching Models, World Wide Web
Publication Type: Information Analyses; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Asynchronous Learning Networks; Collaborative Learning; New Jersey Institute of Technology; Pennsylvania State University; Virtual Classrooms
Note: In: WebNet 98 World Conference of the WWW, Internet, and Intranet Proceedings (3rd, Orlando, FL, November 7-12, 1998); see IR 019 231.