Enriching asynchronous learning networks through the provision of virtual collaborative learning spaces: a research pilot

The research pilot presented here studied six student groups (N=30) using a CyberCollaboratory to perform the tasks necessary to complete a complex group project assignment in the asynchronous mode of communication. Each group was comprised of students from two major universities located over 500 miles apart and in different states. All students performed the task over a period of approximately four months. The task was comprised of subtask types, which can best be described using the model presented by J. Fjermestad et al. (1994). The group task required students to (1) generate, (2) choose, (3) negotiate, and (4) execute components for project performance. Preliminary findings of the study indicate that students can work productively and collaboratively in the asynchronous mode of communication, even at great distances, to produce exciting and valuable class projects given appropriate tools and process structures such as Group Decision Support Tools, Collaborative Document Production Group Discussion (Computer Mediated Conferencing), Email, and Chat.