Abstract:
Asynchronous computer-based instruction, via the Internet, is the most frequently used method for implementing distance education in higher education institutions. However, it is not clear how courses grounded on constructivist epistemology, where project-based collaborative group work represents a bulk of the coursework, can be successfully delivered via distance education.
A developmental work research methodology grounded on cultural-historical activity theory was used in this instrumental case study of a graduate-level course, in the specialty area of educational computing, delivered via a web-based distance education format in a College of Education at a large university in the U.S.
Both instructor and students had to deal with unanticipated problems and obstacles during teaching and learning in a web-based environment. However, many participants were able to overcome initial difficulties and be successful learners. Students who could not modify their personal work habits to synchronize with group peers failed to collaborate effectively. Problems were due to the asynchronous and text-based nature of e-mail used for communication and the small number of turns, and the high value of each turn taken during a typical e-mail discussion. Characteristics of collaborative group work via e-mail were: lack of negotiation, implicit agreement, tacit assumptions of form and content of required coursework, and an iterative additive method of collaborative writing.
The innovative practices students devised to deal with problematic situations were similar to the functions found in personal and group productivity software such as PIMs, and project management applications. Some of the features of these applications were adopted by the students during collaboration and implemented using e-mail and enclosures. The students used enclosed word processing documents as shared work spaces and "conveyors of meaning" for specifying the structure of projects, clarifying questions, annotating edits, and the delegation of tasks. The instructor innovated by taking on the role of a proactive guide from the initial role of a reactive instructor.
Tools with the characteristics of student innovations should be developed to scaffold the processes required for collaborative project-based group work.