• Motivated
• Self-directed (sometimes)
• Embedded in context

• Introduce various kinds of computer conferencing
• Address the pros and cons
• Changing Roles of
• students
• faculty
• institutions

• Computer-based Instruction
• Informatics
• WEB, information retrieval
• Human-to-Human communications
• Email; Computer Conferencing

• Computer conferencing is human-to-human communication, with the computer acting as a mediating device
• Synchronous
• Asynchronous

• Synchronous
• Interactive messaging systems
• Unstructured
• IRC
• Structured
• MUDs, MAUDs, MOOs

• Shared documents
• Real-time discussion and brainstorming
• Shares some flexibility with spoken word

NOTE: designers of distributed courses should note that this characteristic cancels the advantages of time and distance independence, and disadvantages some participants who cannot type or think fast enough to keep up with synchronous conversation online

• Asynchronous
• Electronic Mail; Mailing Lists
• delivered to individual addresses
• Group conferencing Systems
• stored in central computer

• Time independence
• permits 24 hour access
• Distance independence
• Sometimes more convenient for students and faculty
• Self-paced learning
• Allows time for reflection
• Allows time to compose responses

• Professional growth
• Information processing
• Input->process->output
• Convenience
• Independence of time
• Independence of distance
• Virtual Community
• Serendipity

• Access requirements must be met
• Users must be supported
• Steep learning curves and time investments
• Divergent cultural expectations

• Mostly text-based
• Advantages the literate, articulate
• Information overload
• Lack of social context cues

• Brings the world into the classroom
• Extends the face-to-face classroom
• Opens the classroom to the world
• Replaces the classroom

• Provides a Virtual Space for Interpersonal Interaction, Social Networking
• Changes the Roles of Students, Teachers, Curriculum and Institution

• Facilitates course management
• advising,
• organizing material
• collecting/returning assignments
• providing timely feedback
• interaction with students

• "Multiple perspective" approaches permits work on messy, but authentic, problem solving
• Opens doors to planned events (personal networking)
• Open doors to unplanned interactions (serendipity)--both course and non-course relate

• Role of student as more life-long, self-directed, learner-centered
• student takes more responsibility for learning
• Allows sensitivity to learner's preferences and style

• Allows for peer review of projects and peer learning
• Become problem-solvers
• Supports group, collaborative/cooperative activities

• Role of teacher as facilitator and collaborator
• Expert questioner
• Member of a "teaching team"
• Shared control of teaching environment
• Supports group, collaborative/cooperative activities

• Students and teachers become part of a virtual community of learners
• Multi-cultural, international
• Allows mentoring and apprenticeship models to be used between faculty and students
• Professional development activities

• Interdisciplinary programs
• Multiple locations
• Flexibility in credit transfer
• Flexibility in accreditation
• Flexibility in faculty rewards
• Flexibility in scheduling

Provides a technological environment combining telecommunication systems and computer networks to solve problems of access, quality, and productivity

• Place independence
• Text-based
• Low social context cues
• Often fosters less inhibited behavior
• Possibly a more egalitarian classroom
• Contribution is judged by content

• Archiving of course content, posted assignments or other information germane to class
• Provides practice using work related technological tools
• Provides access to the worlds' people and resources
• Relatively fast communication channel

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