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A special issue of Distance Education (Volume 23 (1), 2002) had a number of articles exploring as well as developing models for distributed problem-based learning (dPBL). As more units are being delivered by distance education and online mode due to recent educational developments in higher education (such as large class sizes and more students studying remotely) the efficacy of dPBL in an online environment has been questioned. The reservations about dPBL are often about the type of learning environments that are being created and the tools available to support communication when PBL is distributed in a virtual environment. When transferring traditional PBL to an online environment asynchronous computer mediated communication (ACMC) is one avenue to allow students to communicate independently of time and place, and allow small groups to be formed to communicate questions, opinions and queries. The use of threaded, web-based bulletin board discussions (computer conferencing) that allows asynchronous communication has been criticised for not producing the perceived benefits to learners and educators. This paper assesses the use of ACMC and the level of social presence and convergence as indicators of developing highly responsive and interactive learning communities. |
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