Introduction

The advent of innovative information and communication technologies have induced certain changes in the present educational system. These interactive technologies have affected the very nature of teaching and learning. In response to this situation, universities which offer traditional programs as well as distance education programs have been attempting to redefine traditional pedagogical approaches by integrating information and communication technologies into course syllabi. A prominent example of this new interactive technology is the Internet. From an educational perspective, the Internet has the potential to radically change the way that learners assimilate information. Students who learn via the Internet have to develop cognitive abilities which enable them to research, to identify, to analyse and to synthesise new information in order to construct their knowledge base. However, even though the Internet in a Distance Education program is seen as a viable financial, technical and pedagogical option, its use in a pedagogical environment is still open to debate. For example, several educational models promote the use of the Internet without really providing parameters for a teaching method which befits this media and its proponents. In response to this dilemma, certain researchers suggest that a teaching method which encapsulates collaboration, interaction and interactivity would likely work well within this medium (Webb,1983; Bailey & Cotlar, 1994; Ellsworth, 1994; Dessaint, 1995). The interactive media of the Internet, such as e-mail and hypertext navigation, would give the learner the chance to participate actively in the learning process and to communicate easily with other learners. The possibility of interaction and feedback in a distance education situation due to e-mail would likely counter-effect some of the negative repercussions of asynchronous communication and isolation most often felt by distance learners. Despite the fact that they are separated in space and in time, the distance learners must be encouraged to act as a group by developing learning activities which promote interaction and collaboration between partners. It is also important to structure the pedagogical parameters in a virtual environment in a methodical and logical manner so as to present all learning material clearly and precisely (Harasim, 1993). However, contrary to the previous authors suggestions, the results of this study indicate that the collaborative learning assignments did not always encourage students to interact and to collaborate with their peers. For some students, these collaborative assignments proved to be a frustrating and time consuming process which in no way enhanced their learning. Within the context of the courses observed,  interaction and the ensuing collaboration, were greatly hindered by the diverse time zones, personal and professional constraints and even noticeable differences in work habits. Yet, for other students, particularly the international students, this collaborative process was a welcome addition to an Internet based distance education course enabling them to communicate with students from different cultural backgrounds.

Technical problems

However, the collaborative learning assignments did not always work in an efficient manner. Some students complained of technical difficulties which greatly hampered communication and, consequently, the sharing of attached files. These technical difficulties created a high level of frustration amongst the learners. These students had little or no knowledge of the word processing software, the Internet and its communication tools. Since communication was problematic, the collaborative process was not able to function at an optimal level. That is the various mechanisms of collaboration such as explanations, sharing answers, negotiating an answer and peer encouragement and peer sympathy, were not present. These results confirm the work of several authors who have researched the use of the Internet and its interactive tools in a Distance Education Programme (Hiltz, 1990; Bailey & Cotlar, 1994; Ellsworth, 1994; Dillenbourg & Schneider, 1995, and Dolence & Norris, 1995.) Since, it is important to ensure that all students are able to use the interactive tools of the Internet, it is imperative to offer training to technological novices, and to establish norms of communications between partners even before the collaborative tasks begin. Information in regards to word processing programmes, Internet navigators and e-mail software has to be shared right at the beginning of the course. In this manner, students can communicate easily with the professor and with their collaborative partners.

http://www.ifets.info/journals/3_3/d11.html