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Computer-Supported Asynchronous Learning: The Relevance of Communication and Facilitation

  1. Andrea Kienle

Published Online: 15 SEP 2008

DOI: 10.1002/9780470050118.ecse938

Wiley Encyclopedia of Computer Science and Engineering

Wiley Encyclopedia of Computer Science and Engineering

How to Cite

Kienle, A. 2008. Computer-Supported Asynchronous Learning: The Relevance of Communication and Facilitation. Wiley Encyclopedia of Computer Science and Engineering. 1–8.

Author Information

  1. Fraunhofer IPSI, Darmstadt, Germany

Publication History

  1. Published Online: 15 SEP 2008

Abstract

This article deals with the support of communication and facilitation during computer-supported asynchronous learning. It introduces collaborative learning as an actual approach and argues that the support of communication is viewed as a precondition for computer-supported collaborative learning (CSCL). This prerequisite leads to a high relevance of an appropriate communication support in CSCL systems. Consequently, this article then addresses an underlying approach for the design of communication support in CSCL systems. We present context-oriented communication theory and describe the typical characteristics of CSCL systems that address the requirements derived from the theory. If the construction of knowledge is a joint process of several students, it is the main role of the teacher to support and facilitate the communication processes for constructing knowledge. Therefore, this article deals with the facilitation of asynchronous discussions during computer-supported collaborative learning. It presents the main activities of facilitation and describes the functionalities for its computer support. The article ends with design guidelines for communication and facilitation support for asynchronous learning.

Keywords:

  • asynchronous learning;
  • communication support;
  • facilitation support;
  • system design;
  • design studies