Abstract
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 CooperativeLearning. 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 processreached 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.
Highlights
Asynchronous Learning Networks (ALNs) offer new possibilities for study that were not available in traditional learning models
Henri’s model emphasizes critical thinking phases of individual students, but not of the group process. To overcome these difficulties and simplify practical analysis, Gunawardena and colleagues suggested a five-phase Interaction Analysis Model, geared towards answering two questions: “What degree of knowledge construction is achieved by the cooperative group?” and “What degree of evidence is there that the knowledge of individual participants changes?” In general, the first question is answered by the dominant cognitive phase observed in the transcript, while the second question is answered by individual expressions which directly relate to such changes or expressions which demonstrate the application of changed knowledge
In other words we assert that: A marked difference in the design of ALNs is associated with marked distinctions in the cohesion, role and power structures of the ALNs, which are associated with a marked distinction in the critical thinking phases of the knowledge construction processes
Summary
Asynchronous Learning Networks (ALNs) offer new possibilities for study that were not available in traditional learning models. Geva [10] demonstrated that combining text-based learning with an asynchronous seminar, designed as a formal cooperative group with reward mechanisms and on a tight schedule, enriched both the individual and the group learning processes It was found [11] that it is not easy to move students through the phases of critical thinking, yet online learning would seem to favor cognitive tasks. These social relations control the learning outcomes; in particular, the knowledge construction process Studying these relations is the focus of this research, using Social Network Analysis (SNA). Role and power distribution control the construction of knowledge From this assumption, it follows that different design characteristics of online discussion groups result in significant differences in network structures leading to different phases of critical thinking. The appendix gives a supplemental explanation with the technical details of the role analysis
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