ABSTRACT
In recent years emerging technologies for information exchange have put an increased pressure on universities and educators to provide alternative instructional delivery systems. Through the use of computers and telecommunications, computer-mediated communication (CMC) has emerged as an alternative mode of educational delivery. In particular, computer conferencing has become a powerful tool for instructional communication without the constraints of pre-determined meeting times or geographic locations. Unlike the format of pen-and-paper correspondence courses, CMC formats for distance education allow for learning environments that are more integrated and interactive. Today, CMC is one of the fastest growing technologies in terms of the number of educators and students using it for distance education purposes. In order for CMC to be successful, however, its integration into a curriculum requires the consideration of many parameters. This chapter will examine some of the more important course design issues as well as address special concerns and strengths of CMC-based instruction. Considering and resolving important design issues, however, is only part of the equation for a successful CMC-based program. Basic teaching practices cannot be left out. A few basic principles can help instructors in CMC-based programs and the issue of collaborative learning will also be discussed. Lastly, this chapter touches on some of the potential impacts on both students and faculty of an Asynchronous Learning Network (ALN) system.
