Asynchronous Learning Networks (ALNs) make the process of collaboration more transparent, because a transcript of conference messages can be used to assess individual roles and contributions and the collaborative process itself. This study considers three aspects of ALNs: the design; the quality of the resulting knowledge construction process; and cohesion, role and power network structures. The design is evaluated according to the Social Interdependence Theory of Cooperative Learning. The quality of the knowledge construction process is evaluated through Content Analysis; and the network structures are analyzed using Social Network Analysis of the response relations among participants during online discussions. In this research we analyze data from two three-monthlong ALN academic university courses: a formal, structured, closed forum and an informal, nonstructured, open forum. We found that in the structured ALN, the knowledge construction process reached a very high phase of critical thinking and developed cohesive cliques. The students took on bridging and triggering roles, while the tutor had relatively little power. In the non-structured ALN, the knowledge construction process reached a low phase of cognitive activity; few cliques were constructed; most of the students took on the passive role of teacher-followers; and the tutor was at the center of activity. These differences are statistically significant. We conclude that a well-designed ALN develops significant, distinct cohesion, and role and power structures lead the knowledge construction process to high phases of critical thinking.

There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning, shared understanding, social construction of knowledge, and acquisition of competencies. There appear to be two major pitfalls impeding achievement of the desired social interaction in CSCL environments: taking social interaction in groups for granted and the lack of attention paid to the social psychological dimension of social interaction outside of the task context. Current solutions offered to avoid the pitfalls placed responsibility on instructors and teachers to encourage collaborative learning and social interaction. To both free educators from this burden and be more cost effective, we propose an intelligent CSCL environment. The environment is based upon a theoretical framework that suggests embedding certain properties in the environment to act as social contextual facilitators- social affordances- to initiate and sustain learner’s social interactions. Finally, a group awareness widget (GAW)- a software tool providing the learner group awareness about the others in the task and in the non-task context- is introduced as an embodiment of this theoretical framework.

Communication skills play a prominent role in the primary school curriculum. Children are first expected to acquire these skills within a supervised group environment in which the teacher guides and sets the pace for the discussion, and later transfer them to a less dependent setting. This paper describes BetterBlether, a computer mediated educational communication tool designed to facilitate and promote effective group interaction skills. BetterBlether uses a sentence opener approach (McManus & Aiken, 1995) in order to scaffold the use of a range of discussion skills. In so doing, it provides support for the move from teacher dominated discussions to ones in which the pupils play a more active part. We first provide an overview of BetterBlether before going on to describe an empirical evaluation which was carried out in a local primary school. Finally, we compare these results with outcomes of research on both supervised and unsupervised group discussions (Harwood, 1995).

Abstract: This paper reports a new approach to coaching collaboration in a synchronous distance learning context. Prior work on supporting collaboration has relied largely on comparing student discourse to models of collaborative discourse. Comparison of student work to expert solutions is prevalent in individual coaching paradigms. Although these approaches are valuable, our approach evaluates the potential contribution of tracking student participation and comparing students ' individual and group solutions. Our theoretical motivation is that conflicts between individual and group solutions constitute learning opportunities, provided that students recognize and address these conflicts. The coach encourages such negotiation when differences are detected, and also encourages participation in other ways. Our evaluation relied primarily on expert judgement and secondarily on student reactions to the coach. Results show that the quality of the generated advice was good; however, other knowledge sources should be consulted to improve coverage of advice to a broader range of situations and advice types.

This paper presents the evaluation results of two student surveys on a collaborative examination process using ALN for a graduate-level course at NJIT. The exam process includes students making up questions, picking out questions, answering, grading, and appealing the grades. The process was conducted on the Virtual Classroom ® and Webboard ® during the fall 1999 and spring 2000 semesters, with some revision of the process in the second semester. The surveys following each exam elicited feedback from 138 students. Results show the majority of students felt they learned throughout the process, the exams were successful in demonstrating what they learned, and it was an enjoyable process. Students’ concerns and our experiences are presented as well as suggestions for future research on this topic. 1.

The Round Earth Project is investigating how virtual reality technology can be used to help teach concepts that arecounter-intuitive to a learner's currently held mental model. Virtual reality can be usedtoprovide an alternative cognitive starting point that does not carry the baggage of past experiences. In particular this paper describes our work in comparing two strategies for teaching young children that the Earth is spherical when their everyday experiences tell them it is #at. 1 Introduction The concept of a round Earth is not a simple one for children to acquire. Their everyday experience reinforces their deeply held notion that the Earth is #at. Told by adults that the Earth is round, they often react by constructing a mental model of the Earth as a pancake, or a terrarium-like structure with people living on the #at dirt layer inside, or even a dual model with a spherical Earth and a #at Earth coexisting simultaneously #7, 11, 12#. In e#ect, children attempt to accommodate t...

Using Internet and WWW to support teaching or learning has become a trend in modern higher education. However, most distant-learning or virtuallearning sites are still limited to the dissemination of teaching materials. Neither the strengths of Internet and WWW have been maximized nor the functions have been fully utilized, for instance, supporting autonomous, exploratory, interactive and collaborative learning. The University of Hong Kong (HKU) has developed a virtual learning system, called Virtual Learning Environment (VLE), to prove that such kind of learning is possible with Internet and WWW technologies. 1.

The benefits of online collaborative learning, sometimes referred to as CSCL (computer-supported collaborative learning) are compelling, but many instructors are loath to experiment with non-conventional methods of teaching and learning because of the perceived problems. This paper reviews the existing literature to present the seven most commonly reported such problems of online group learning, as identified by both researchers and practitioners, and offers practical solutions to each, in the hope that educators may be encouraged to “take the risk”.

INTRODUCTION: Bringing VR into Schools The Virtual Reality Roving Vehicles (VRRV) Project takes VR technology into public elementary, junior high and high schools and puts it in the hands of students and teachers. Our goal is to evaluate VR as a tool for students to develop broad-based abilities including, but not limited to: problem solving, building mental models, developing effective metacognitive strategies and visualization. The VRRV is applying a `constructivist' approach to instruction which puts each student in charge of their own process of learning. In the constructivist model, the teacher's role is to "support the constructive activities of the learning so that [students'] efforts at constructing understanding--using our cognitive tools--become transparent or ready-at-hand." (Winograd and Flores 1986). Our research mission is to test VR as a medium for making the teaching process "transparent", so students can focus on content rather than falter with the mechanics of

A common computer-based collaborative learning approach is to simply introduce contemporary computermediated communication technology into the classroom to support prescribed learning activities. This approach assumes that all students collaborate in similar ways and that presentday technology is su# cient to accommodate all collaboration forms. This view is super cial and limiting. Students collaborate in di# erent ways at di# erent levels on di# erent learning activities. A more detailed articulation of collaboration in learning is crucial to understanding and extending the pedagogica l capabilities and usefulness of collaborative technologies. A model is presented for a more nely articulated form of analysis that enumerates types of collaborative learning activities and evaluates how these activities may be supported through di# erent design options. The analysis is based on actual classroom scenarios and the collaboration requirements that emerge from them. The authors have successfully applied this analysis model in the design of a computer-based collaborative learning environment for science education.