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

New Jersey Institute of Technology has been delivering college courses via an Asynchronous Learning Network (ALN) system called the Virtual ClassroomTM for a decade, using various media mixes. Currently, two complete undergraduate degree programs are available via a mix of video plus Virtual

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In this paper, we report on our experiences with an asynchronous learning network (ALN) based course in higher education in which participation was not an option but a requirement. Mandatory participation in collaborative learning was the primary examination that had to be passed in order

Text-based discussions in Asynchronous Learning Networks (ALN) may not be an optimal learning environment for all learners. This paper discusses the reasons why and explores the possibility of applying multimedia to ALN. The contribution of this paper is to provide ways of diversifying the ALN

This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other. The following factors that can influence sense

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

for collaborative learning in ALNs used in school classrooms. This concept is situated within the framework of collaborative knowledge building viewed at the group unit of analysis; it contrasts with negotiation as the reconciliation of multiple personal opinions through voting. We then describe an implementation

learning in ALNs used in school classrooms. This concept is situated within the framework of collaborative knowledge building viewed at the group unit of analysis; it contrasts with negotiation as the reconciliation of multiple personal opinions through voting. We then describe an implementation of support

Abstract. Cross-cultural issues in asynchronous learning networks (ALNs) have largely been unexplored. The lack of proper understanding of culture’s role in ALNs can be counter-productive to creating communities of learning, promoting collaborative learning and enhancing student-tutor interactions