Web-based writing tools, which allow multiple writers to share and edit the same document, have attracted significant attention as computer-assisted language learning tools in the past decade. However, how L2 writers contribute to the shared document as a social action for interacting with other cowriters remains underexplored in L2 research.…

While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages…

This article discusses the possibilities that tacit knowledge could provide for social constructivist pedagogies; in particular, pedagogies for online learning. Arguing that the tacit dimension of knowledge is critical for meaning making in situated learning practices and for a community of practice to function, the article considers whether…

After a discussion of the state of both misaligned and informative online and distance education research, the authors in this special issue (hereafter called the collective) extract evidence-based principles about strategies that work. Both are addressed in this article. First, their criticisms centered on the value of comparative research. Those…

Online discussion boards are often used in traditional courses, hybrid courses, and fully online courses. Online chats and discussions can be particularly useful in fully online courses, as these communication connections are often students' only means of connecting with each other and sharing ideas in an open forum. While traditional face-to-face…

This paper focused on whether the use of online discussion boards can enhance the quality of interaction in the middle and high school English classroom, covering both the characteristics of online discussion boards and potential negative effects of their features. The features of online discussion boards, their effects, and how these boards…

This study investigated communication patterns and behavior in problem-solving groups in a graduate online course. An inductive qualitative analysis method was employed to analyze 732 messages that were retrieved from small group forums. The current study identified a temporal pattern of group development was in comparison with existing…

In this study, we have investigated developmental patterns of virtual groups in the e-learning environment. Our findings suggest that for virtual groups formed for the purpose of e-learning, dependency and inclusion characterize the initial stage of group development, as such characteristics reinforce cooperative relationships and help to build a…

In this study, we explore the cognitive style profiles and linguistic patterns of self-organizing groups within a web-based graduate education course to determine how cognitive preferences and individual behaviors influence the patterns of information exchange and the formation of communication hierarchies in an online classroom. Network analysis…

Facilitating students' critical thinking in asynchronous discussions is important in online learning environments. Since students need to be self-regulated in online learning, the instructors are expected to scaffold students by providing structure and guidance. This paper discusses critical inquiry in two groups of students' online discussions.…

The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students' perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured…

This study investigated the effect of peer leadership on students' cognitive achievement in online asynchronous discussions. Undergraduate students from a large online course were randomly assigned into groups for four asynchronous discussions, with each group having two to three peer leaders. Results of the mixed-method analysis revealed that the…

The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of…

Sixty-seven undergraduates taking either a Blended Business Course (BBC) or an Online Education Course (OEC) were surveyed about factors influencing their "listening" behaviors in asynchronous online course discussions. These are the ways they attend to the posts made by others: which posts they open, how they engage with open posts, and…

This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08. The main objectives are to describe the processes of collaborative knowledge construction and the…