Becoming a Student in an Asynchronous, Computer-Mediated Classroom
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Winiecki, D.J. (1999). Becoming a Student in an Asynchronous, Computer-Mediated Classroom. In B. Collis & R. Oliver (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999 (pp. 106-111). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17407.
Graduate instruction is traditionally delivered in face-to-face classrooms in university settings. However, with the decentralizing of corporations and workforces in the late 20th century, potential students have been distributed far from traditional academic centers. Distance education is a viable option for these persons. Asynchronous learning networks (ALNs) are an increasingly available option for distance education. However, ALN environments impose unusual constraints on the way individuals perceive themselves, their fellow students and their teacher, and how they interact as students and teachers. The transition from face-to-face classroom to ALN classroom is, therefore, tricky for students and teachers alike. This paper describes characteristics of competent students in a face to face classroom and then contrasts them with problems typically experienced by students in an ALN. Solutions for these problems are described and used to create a model of instruction for helping students become competent and collaborative learners in an ALN.
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