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Résumé:
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Because Web-based Learning (WBL) is a relatively new educational environment, limited research has been undertaken in exploring the factors that affect learners and instructors in WBL. (Trentin, 2001; Muirhead, 2001; Sloffer, Dueber & Duffy, 1999; Gabriel, 1999; Land & Hannafin, 1997; Mayer, 1997; Newman, Webb & Cochrane, 1996). How WBL learners co-construct knowledge through collaboration with each other under the guidance of an instructor has not been examined in-depth. Although there is literature that examines general factors affecting learners in the WBL environment, there is little research that reveals why these factors are significant to the process of constructing learning, or how they impact learners' ability to collaborate in a WBL environment (Trentin, 2001; Carstens & Worsfold, 2000; Sloffer, Dueber & Duffy, 1999; Gabriel, 1999; Edelson, Pia, & Gomez, 1996; Silva & Breuleux, 1994). This qualitative single case study was comprised of a WBL course delivered to a group of public sector employees in various locations around the world, and focused on their WBL experiences. An instructor, a course administrator, a Website manager, and eight learners volunteered to participate in the case study. Data from the study were analyzed in order to provide in-depth descriptions of factors affecting collaboration among learners in a course delivered solely through WBL. This study revealed factors that primarily prevented learners from collaborating among themselves as they constructed their learning in a Web-based environment. Some factors that could have facilitated collaboration were evident; however, the barriers to it were insurmountable in this case. The findings of this study have illuminated findings of previous studies, and contributed new understandings. Recommendations for WBL processes and components will assist WBL instructors and designers to facilitate collaboration and knowledge co-construction among learners. |
