Evaluating the importance of collaborative learning in ALN's

Asynchronous learning networks (ALNs) represent a new paradigm for teaching and learning. A basic premise of the authors' research efforts has been that collaborative or group learning, which can be facilitated by anytime/anywhere access to the group communication and work space, is key to achieving superior learning outcomes in this medium. This paper describes some of the major evaluation procedures and results for a recently completed three year project that produced and delivered 26 courses in computer and information science using ALN, to over 1000 students. It focuses on some of the methodological problems and inconsistencies in results that occur in trying to assess the process and outcomes of teaching and learning in ALNs.