The Social Dimension of Asynchronous Learning Networks
Open accessAbstract
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 Technology at the Open University is presented in support of this argument. This study found that individual success or failure on the course depended upon the extent to which students were able to cross a threshold from feeling like outsiders to feeling like insiders. Factors affecting the construction of a sense of community are drawn out from interviews with students. The significance of these findings is discussed in relation to a situated model of learning as induction into a community of practice. Finally recommendations are made for the support of community building in the design of courses.
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Distance learning is a process sensitive to social, cultural, and contextual factors.
“This paper views distance learning as a process that is sensitive to social, cultural, and contextual factors (Warschauer, 1998; Wegerif, 1998).”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Wegerif, 1998
The Introduction says social factors affect learning in asynchronous learning networks, and the Discussion links outcomes to course structure, access, and software design. The section on overcoming conflicts of discourses also describes differences in students’ language and backgrounds, but the paper does not clearly establish cultural factors as a distinct influence on distance learning. Its evidence comes from one computer-mediated course rather than distance learning generally. (LLM, conf=0.82)
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Research works printed but not linked: 13
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- Yates, S., The Textuality of Computer Mediated Communication, . 1993, Unpublished Ph.D. Thesis. Open University.
- Wegerif, R. and N. Mercer, Using computer-based text analysis to integrate quantitative and qualitative methods in the investigation of collaborative learning. Language and Education, 11, 3 (1997).
- Harasim, Online Education: a New Domain, in Mindweave: Communication, Computers, and Distance Education, R.D. Mason and A.R. Kaye, Editors. Pergamon: Oxford. (1989).
- Graddol, D., Some CMC discourse properties and their educational significance, in Mindweave, A. Kaye, Editor. Pergamon: Oxford. (1989).
- Habermas, J., Moral Consciousness and Communicative Action. Cambridge: Polity Press (1990).
- Habermas, J., The Theory of Communicative Action. Vol 1. Cambridge: Polity Press (1991).
- Wegerif, R. and N. Mercer, Computers and reasoning through talk in the classroom. Language and Education, 10, 1 (1996).
- Kaye, Editor. Springer-Verlag: Heidelberg. (1991).
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- Authors
- Wegerif, R.
- Affiliations
- The Open University (GB)
- Corresponding author
- Wegerif, Rupert
- ORCID
- Wegerif, Rupert
- Venue
- Online Learning
- Publisher
- The Online Learning Consortium
- Published
- 1998-03-01
- Volume
- 2
- Issue
- 1
- ISSN
- 1092-8235 (ISSN-L)
- 2472-5730
- 2472-5749
- OpenAlex
- W24608060
- Cited by
- 637
- References
- 0
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 7 · 2023: 11 · 2022: 18 · 2021: 7 · 2020: 11 · 2019: 10 · 2018: 13 · 2017: 10 · 2016: 18 · 2015: 26 · 2014: 25 · 2013: 21 · 2012: 42
- FWCI
- 98.44
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Online Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Keywords
- asynchronous learning networks, sense of community, social dimension of learning, communities of practice, situated learning, course design, school belonging, online course effectiveness
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