Sharing learning experiences through correspondence on the WWW

Asynchronous learning networks are facilities and procedures to allow members of learning communities to be more effective and efficient in their learning. One approach is to see how the `sharing´ of knowledge can be augmented through meta-data descriptions attached to portfolios and project work. Another approach is to facilitate the reflection upon individual or collaborative learning experiences (Okamoto, Cristea, Matsui, & Miwata, 2000). The position that I defend in this paper is that both the meta-data approach and the attempts to capture the students´ meta-knowledge are rather complicated because of social and emotional reasons