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Online Learning News and Research
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Saturday, May 04, 2002
http://www.usdla.org/html/journal/APR02_Issue/article01.html Elements of Group Interaction in a Real-Time Synchronous Online Learning-By-Doing Classroom Without F2F Participation Mia Lobel, Michael Neubauer, Randy Swedburg Abstract Individuals interacting as a community of learners were observed constructing transformative knowledge in an interactive, real-time eClassroom designed and implemented for teaching a university level course at the Applied Human Sciences Department, Concordia University, Montreal, Canada. The three academic credits eCourse, eAHSC/230 ‘INTERPERSONAL COMMUNICATION AND RELATIONSHIPS,’ was taught without face-to-face interactions, and by using the Department’s ‘learning-by-doing’ pedagogy in the Fall/2001. Interactive Diagrams of a typical one-hour segment show a dynamic community engaged in inquiry based learning and reflective practice. It was observed that online real-time, instantaneous interactions are ‘parallel’ in nature, as opposed to ‘face-to-face’ interactions that are seen as ‘serial’. ‘Parallel’ communication enhanced the perceived worth of the group to be many times the sum of the worth of its individuals. It is this synergy that made collaborative learning attractive to and effective for the participants. A new paradigm called “Perceived Anonymity of Self to Other” is proposed. Related to this phenomenon, the concept of ‘privacy zone’ is introduced. The implications for human development training, in academia, in the helping professions, and in organizational or professional development are considered....
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