Collaborative online distance learning: Issues for future practice and research

Abstract

This article provides an overview of issues of practice and research relating to the use of collaborative online learning in distance education (DE). It begins with an examination of the traditional problems of DE. Following that is a discussion of what collaborative online learning encompasses and a review of the primary instructional design issues that relate to it. These are: (a) course preparation; (b) creating a good social climate and sense of community; (c) the role of the instructor; (d) encouraging true collaboration; and (e) the effective use of technology. As well some of the literature relating to problem‐based learning is referenced and its application to collaborative online learning is discussed. The authors conclude that using new technologies in combination with a collaborative online learning approach in DE may prove to be highly effective when learner characteristics and the learning context are considered carefully. Recommendations for future areas of research are also provided, along with a matrix of variables that may be combined to conceptualise further study in the area.

Additional information

Notes on contributors

Robert M. Bernard

Robert M. Bernard is a Professor of Education (Educational Technology) adn a member of the Centre for the Study of Learning and Performance (CSLP), a University Research Centre at Concordia University. (Authorship is equally shared by the three authors. Names are alphabetical.)

Beatriz Rojo de Rubalcava

Beatriz Bojo de Rubalcava and Denise St‐Pierre are both graduating M.A. students in the Educational Technology Programme at Concordia University.

This papare was written and edited collaboratively and in an online environment.