From a course study context, computer mediated communication (CMC) applications can tell learners how to complete assignments, contact other learners, how to make sense of the course material, and so on. 

Thorpe (2005) describes how computer mediated communication can be incorporated into courses within two contexts — add-on or full integration. Typically, course materials are designed and prepared ahead of time and the course designer uses design theories to develop the course material to lead the learner through the educational experience. CMC is then included as an additional medium for interaction, but the course is still largely defined by prepared course material.

A fully-integrated CMC course is designed from the beginning to take advantage of potential online learning and to “use the learners as a resource” (Thorpe 2005). Thorpe (2005) suggests that as CMC directly affects the provision of support to distance learners, it also provides the opportunity for a more collaborative learning environment amongst learners and as well as instructors.

Review of Rethinking Learner Support: the challenge of collaborative online learning by Mary Thorpe

However, Thorpe (2005) contends that collaborative online learning will challenge conventional models of learner support. Different skill sets are required by instructors who moderate and facilitate ‘face to face’ learner support versus online learner support. Instructors need to be more sensitive when it comes to managing computer mediated communication conferences between learners or groups of learners.

Moore and Kearsley (2005) suggest that “instructors must be able to guide learners into being actively involved in the learning process, and for many learners such involvement is counter intuitive”.  But both students and instructors are faced with several challenges when working as part of the on-line environment while participating in constructivist learning environments and these are listed as follows:

• online learners not being familiar with online technologies
• learners that do not know how to collaborate online, in constructivist learning environments
• instructors who are not able to shift roles, from that of a content expert to a learning facilitator
• redefinition of  relationships between learner and instructor.

There are several examples, where on-line learner interactivity was designed into the AU MDE program, class members were involved in working together on assignments or communicating via synchronous or asynchronous conferencing, and more recently, the utilization of social media, such as me2U or Athabasca Landing. 

References

Kearsley, G. & Moore, M. (2005). Distance education: a systems approach (2^nd Ed.) Toronto:Thomson/Wadsworth.

Thorpe, M. (2005). Rethinking Learner Support: the challenge of collaborative online learning. The Open University, Institute of Educational Technology, UK

Competency Categories Exhibited - 

1. Problem Solving, Analysis, & Decision Making

2. Instructional Design & Development

3. Communication Technologies & Networking

4. Communication & Interpersonal Skills

5. Research