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 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-month-long ALN academic university courses: a formal, structured, closed forum and an informal, non-structured, open forum. We found that in the structured ALN, the knowledge construction process reached a very high phase of critical thinkingand 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 (ALN) envision the Internet as primarily a communication facilitator among all parties involved, and secondarily as a medium for distribution of educational materials [1]
Research on online learning relates to educational theory, computers and communication infrastructure, design of educational materials, delivery and quality control [2]
Do we really have reciprocity in online learning networks? Is it theoretically feasible? We examine these questions briefly in the following paragraphs
Summary
Asynchronous learning networks (ALN) envision the Internet as primarily a communication facilitator among all parties involved, and secondarily as a medium for distribution of educational materials [1]. Research on online learning relates to educational theory, computers and communication infrastructure, design of educational materials, delivery and quality control [2]. Dede's theory of distributed learning [6] posits that online learners construct knowledge via the reciprocal cognitive growth of members of the learning group. This is a reemphasis of Vygotsky's socio-cultural theory [7] that holds that the results of social interactions are internalized in individuals’ cognition. A summarizing review [9] and a comprehensive compendium [2] are available
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