Chapter 10: Identifying Factors That Effect Learning Community Development and Performance in Asynchronous Distance Education

Asynchronous distance education, as a learning tool, has evolved to a point where it is technologically feasible and socially acceptable. With concerns over its effectiveness largely resolved, asynchronous distance education (ADE) offers two potentially distinct advantages over face-to-face instruction: the ability to deliver instruction anytime and any place, thus increasing access for learners who could otherwise not be served and, second, for creating an environment that allows for knowledge-building based on collaborative and reflective learning (Barry & Runyan, 1995; Moller, 1998; Moore & Kearsley, 1996). However, for distance education to reach its potential for knowledge-building, existing pedagogy and the accompanying instructional strategies that include fostering community development must be expanded to exploit the capabilities presented by the technology. One key factor that can inhibit the potential effectiveness of asynchronous distance education is the strategic development of a learning community (Jonassen, Davidson, Collins, Campell, & Haag, 1995; Moller, 1998).