Abstract
This paper argues that the social dimension is important to effectiveness of Asynchronous Learning Networks (ALNs) and needs to be taken into account in the design of courses. Evidence from an ethnographic study of the Teaching and Learning Online (TLO) course offered by the Institute of Education Technology at the Open University is presented in support of this argument. This study found that individual success or failure on the course depended upon the extent to which students were able to cross a threshold from feeling like outsiders to feeling like insiders. Factors affecting the construction of a sense of community are drawn out from interviews with students. The significance of these findings is discussed in relation to a situated model of learning as induction into a community of practice. Finally recommendations are made for the support of community building in the design of courses.
Highlights
Many evaluations of asynchronous learning networks (ALNs) understandably focus upon the educational dimension, either learning outcomes or the educational quality of interactions, overlooking the social dimension which underlies this
I argue from this evidence that social factors, how participants in an ALN relate to each other, need to be taken into account in the design and development of computer-mediated courses
Evidence from studies of computer mediated teaching and learning, many of which stress the support that this medium offers for interactive and collaborative teaching and learning, [4][5][6][7] suggests the relevance of Lave and Wenger's situated learning model to understanding ALNs
Summary
Many evaluations of asynchronous learning networks (ALNs) understandably focus upon the educational dimension, either learning outcomes or the educational quality of interactions, overlooking the social dimension which underlies this. Lave and Wenger's analysis suggests that the key factors in supporting learning are those, which make a community, open to its newcomers, allowing them to participate in its practices and move from peripheral to central status as rapidly and smoothly as possible. Their account of how someone is drawn into full participation depends upon a high degree of interactivity. Evidence from studies of computer mediated teaching and learning, many of which stress the support that this medium offers for interactive and collaborative teaching and learning, [4][5][6][7] suggests the relevance of Lave and Wenger's situated learning model to understanding ALNs
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