Abstract
Computer mediated communication (CMC) is used to foster a collaborative learning environment in a number of courses within the Faculty of Business and Law at Deakin University. This paper examines how this technology has been implemented at the undergraduate level in the School of Economics and some key issues arising from this experience are identified and discussed. Although the practical experience described has been gained from a particular discipline based initiative, the issues raised pertain to all disciplines. The potential provided by integrating technology into the curriculum is exciting, however this paper highlights some of the areas that need consideration when implementing an asynchronous learning network (ALN). No definitive guidelines have been provided, rather the way to maximise educational outcomes will only be found as experience and practical use is extended and shared within the academic community.
Highlights
Deakin University is a leading distance education provider in Australia and has a strong focus on providing flexibility to students by reducing the constraints of time and place in the educational experience
This paper presents an overview of the CMC technology used by Deakin University and how this technology has been implemented at the undergraduate level in the School of Economics within the Faculty of Business and Law
The development of the educational use of CMC within the University as a whole is described to provide the context within which the School of Economics has implemented its vision of an enhanced quality learning environment for students studying at a distance. This is followed by the details of the strategies employed by academic staff within the School of Economics who use CMC in their teaching to support large numbers of students within an asynchronous learning network (ALN)
Summary
Deakin University is a leading distance education provider in Australia and has a strong focus on providing flexibility to students by reducing the constraints of time and place in the educational experience. The Faculty’s experience suggests that there are significant differences between using educational technologies in small pilot projects and their use in large mainstream teaching programs. This extensive use of CMC required a reevaluation of the systems that underpin the teaching programs and support students and staff within both the Faculty and the University. Quality learning environment for students studying at a distance. This is followed by the details of the strategies employed by academic staff within the School of Economics who use CMC in their teaching to support large numbers of students within an ALN. Some key issues arising from this experience are identified and discussed
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