CHI 2004
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Special Interest Group
24-29 April
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Vienna, Austria
Asynchronous Learning Networks: Priorities for Software Development Starr Roxanne Hiltz
Maryam Alavi
Donna Dufner
Department of Information Systems
Goizueta Business School
Department of Information Systems
New Jersey Institute of Technology
Emory U.
U. of Nebraska at Omaha
Newark, NJ, 07102
Atlanta, GA 30322
Omaha, NE 68182-0392
[email protected]
Maryam
[email protected]
[email protected]
tools, and discussion boards. However, commercially available e-learning environments are focused on the “self-paced learner” [3]. Converting these media into collaborative e-learning environments requires software tools and structures that foster collaborative learning through group communication and interaction. This discussion will focus on ideas for and studies of implementations of features that can better support immediacy behaviors in instructor-student interactions, more organized discussion and collaboration support for student-student discussions and collaboration, and multicultural students.
ABSTRACT
Asynchronous Learning Networks (ALNs), a form of elearning, use computer-mediated communication to support the delivery of courses in which anytime, anywhere access to interactions among the students and between the instructor/facilitator and the students are key elements. What constitutes an ALN software platform that supports and enhances collaborative learning? How can existing learning theories and small group interaction models guide the design of effective environments for ALNs? What kinds of new software tools would best improve support for “teacher immediacy” behaviors and active, collaborative learning by students? What are the most important interface issues to accommodate multi-cultural and multinational faculty and student groups using ALN platforms?
The extent to which an instructor engages in immediacy behaviors appears to be strongly associated with student outcomes. Originally conceptualized by Mehrabian [4], immediacy refers to communication behaviors that reduce social and psychological distance between people. There is increasing evidence that these behaviors are positively associated with student learning and satisfaction with the ALN course format [5]. At the present time, however, the routine demonstration of nonverbal immediacy behaviors over the internet range from difficult to impossible. Might the seamless integration of asynchronous digital audio and video clips improve the situation, or would the added complications of preparing and receiving and taking notes on materials, as compared to text, decrease effectiveness? Participation in on-line discussions and collaborative projects has been associated with enhanced social presence and increased satisfaction with on-line courses and discussion forums, particularly when courses use smaller groups within the course to facilitate discussion However, this interaction can be difficult to accomplish in current ALN platforms, which tend to be based upon threaded text discussions for which “read” items disappear and only “new” items are viewed and responded to; this leads to fragmentation of the discussion. For instance, Foley & Schuck [6] found that mathematics education students reported increased opportunity for collaboration, but this was constrained by difficulties with the technology and relatively large group sizes that inhibited collaborative activities. What kinds of software structures can supplement threaded text -based discussions to better support studentstudent collaboration?
Author Keywords
ALN, online learning, e-learning, computer-mediated communication. ACM Classification Keywords
H.4.3 Communications Applications H.5.3 Group and Organization Interfaces INTRODUCTION
What are the most crucial improvements in functionality for ALN platforms in the future? Due to the proliferation of courses and programs of study delivered totally or partially online, as well as of “platforms” for course delivery [1], ALN research has gained momentum and it is critical for the success of these online initiatives. However, current platforms seem to be lacking in several key design features. While commercial ALN platforms have received different degrees of research attention, empirical research that compares these packages or documents the impact of specific features is notably absent [2]. Educators endeavor to enrich commercial e-learning media through the inclusion of real-time chat, whiteboards, on-line presentation Copyright is held by the author/owner(s). CHI 2004, April 24–29, 2004, Vienna, Austria. ACM 1-58113-703-6/04/0004.
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CHI 2004
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Special Interest Group
24-29 April
׀
Vienna, Austria
4. Mehrabian, A. Silent Messages. Wadsworth Publishing Co., Belmont, CA, USA, 1971.
Finally, although U.S. universities have an international and multi-cultural student body, and although ALN is spreading around the world, there have been very few studies of cultural differences among students that may affect ALN learning [7]. How might ALN software be better designed for multi-cultural courses?
5. Arbaugh, J. B. How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly 64, 4 (2001), 42-54. 6. Foley, G., and Schuck, S. Web-based conferencing: Pedagogical asset or constraint? Australian Journal of Education and Technology 14, 2 (1998), 122-140.
REFERENCES
1. Palloff, R., and Pratt, K. Lessons from the Cyberspace Classroom: The Realities of Online Teaching. JosseyBass, San Francisco, CA, USA, 2001.
7. Morse, K. Does one size fit all? Exploring asynchronous learning in a multicultural environment. JALN, 2 (2003), 37-55.
2. Hiltz, S.R. and Goldman, R., Eds. Learning Together Online: Research on Asynchronous Learning Networks. Erlbaum, Mahwah, NJ, USA , 2004. 3. Bonk, C.J. Collaborative Tools for E-learning, 2002. http://www.clomedia.com/content/templates/clo_featur e.asp?articleid=41&zoneid=30
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