Technologies that assist in online group work: a comparison of synchronous and asynchronous computer
mediated communication technologies on students' learning and community.
Twenty-three experts in the field of adult education and community development participated in a three-week interactive session using a WWW-based, asynchronous computer
Toward an understanding of how threads die in asynchronous computer
The learning process, moderation and discourse patters in asynchronous computer
(1998) compared synchronous and asynchronous computer
conferencing about cases and found asynchronous discussions to be more productive with regard to student engagement in the learning process and overall responsiveness.
Unlike the traditional classroom, courses are web-based and distributed from a distance, using an assortment of synchronous and asynchronous computer
technologies and offered anywhere and anytime.
Following a repeated-measures experimental design, each student team collaborated on two assignments, one using face-to-face collaboration and the other using asynchronous computer
conferencing technology for collaboration.
It should be noted that these percentages reflect numerous varieties of distance education and not just online technologies, however, the study did reveal that of the 68% of the institutions are either currently offering or planning to offer distance education in the next three years, 88% plan to increase or start offering courses using asynchronous computer
based instruction as the primary mode of delivery.
One potentially useful tool for supporting teacher peer interaction is asynchronous computer
mediated communication (CMC) (Marx, Blumenfeld, Krajcik & Soloway, 1998), a term which can refer to computer conferencing, bulletin boards, computer assisted instruction, listervs, or e-mail.
Forms of communication include individual telephone contact, audioconferencing with small groups, asynchronous computer
conferencing, and E-mail.
Models of asynchronous computer
conferencing for collaborative learning in large college classes.
The independent variable, the case study analysis method, had two treatment levels: (a) individual case study analysis, and (b) collaborative asynchronous computer