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1、1Investigation of group dynamics and interactions in synchronous networked learning Abstact Studies of effective learning and teaching on information highway focus on technological application. (McMahon, Gantz Greenberg, 1995; Treadwell, Leach, Kellar et al., 1998) Few researches emphasize on group
2、interaction in learning process. Criticism against the learning concludes with insufficient interaction while other studies defense it creates learning community across geographic and time boundaries. (Saye, 1998; Shrivastava, 1999) The aim of this paper is to examine the effectiveness of group dyna
3、mics in synchronous networked learning. The pilot study used in this paper is a joint project in which two groups of students attend engineering drawing classes at two different locations. One of the groups is live teaching while the audio and video signals are transmitted to the other group simulta
4、neously through intranet. The result expects multi-dimensional interaction enriches learning in networked environments. It also implies that the extension of this learning mode will support a new concept of virtual learning area networks (VLAN) that may globalise learning and teaching in future. Key
5、wordssynchronous networked learning, virtual learning area network, classroom communication, interactivity, peer group dynamics and peer-to-peer interaction 1. Introduction Traditional classroom mode is not enough for the informationalised community to pursue learning. (Tiffin and Rajasingham, 1995)
6、 Studies on new learning modes focus on the advancement of information technology for delivering learning in dynamic and flexible environment. (Mcgreal, 1998; Tuathail and McCormack, 1998) Internet-based, Web-based or network-based learning and teaching is articulated as an effective mode for many e
7、ducators while different commercial or individual-initiated systems/platforms claim to facilitate effective learning with the environment. (Britain and Liber, 1999; Shrivastava, 1999; Petracchi and Patchner, 2000) Other studies of effective learning and teaching on information highway are limited on
8、 the quality of technology. (McMahon, Gantz and Greenberg, 1995; Treadwell, Leach et al., 1998) Their result of effectiveness is derived from the advance technology that delivering learning to any location and at any time through Internet makes virtual learning 2community and individualized learning
9、 possible. Piotrowski and Vodanovichs synthesis of recent research (2000) reviews the criticism against internet-based teaching as instructional, technical, or personal, and that specific reservations about employing this technology may be closely related to the type (and degree) of technological us
10、e. Indeed, few researches report on the quality of learning and teaching through Internet, in particular, the role of interactivity. Would synchronous peer group dynamics and peer-to-peer interaction affect quality of learning in networked environment? The objective of this paper is to examine the e
11、ffectiveness of interactivity in synchronous networked learning. 2. Networked learning: a new paradigm? Terminology used to describe networked learning is various with different studies. Common names include Internet-based (Piotrowski and Vodanovich, 2000), web- based, networked-based, computer-medi
12、ated communication (Treadwell, Leach et al, 1998), networked, learning organization (Brien and Andrea et al, 1996), distributed learning environment (Tuathail and McCormack, 1998) or virtual learning environment (Tiffin Rajasingham, 1995; Britain and Liber, 1999). Indeed, this paper suggests network
13、ed learning as a generic description of learning activities organized through any scale of computer networking. It encapsulates the above names and systemizes distributed environment in three levels. Intranet level is for learning within an organization and extranet level is for learning within inte
14、r- organisational context. Besides, Internet level for learning involves global participation. The fundamental concept behind the levels is the attempt to deliver learning as flexible and scalable as possible to potential learners at different geographical locations and time zones through computer-b
15、ased network. The learning embodies the following characteristics: 1. Interactivity is synchronous and asynchronous through video conference, data conference, e-mail and bulletin board (Britain and Liber, 1999; Bork, 2000); 2. Peer group supports learning (Whitt, Nora et al, 1999); 3. Learning resou
16、rces can be accumulated, retrieved and shared; and 4. Customized learning pace and style are possible (Bork, 2000). The core of interactivity refers to peer group dynamics and peer-to-peer interaction that affects learning effectiveness in synchronous networked environment. Bork (2000) indicates the shift of information-transfer learning paradigm to the tutorial-learning paradigm in which interactivity, individualization and adaptati
