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Asynchronously Conducted Project-Based Learning: Partners with Technology

, Univ. of Hartford, United States ; , Univ. of Connecticut, United States

International Journal on E-Learning Volume 2, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


The purpose of this research was to examine how communities of learners could be established and sustained in web-based distance education courses. Three graduate level, constructivist, project-based courses were examined. These three courses were web-based educational theory courses conducted, for the most part, asynchronously. All courses also employed case studies to further increase the authenticity of the experience. Collaboration and community building in these courses was accomplished through large, whole class dialogues using open WebBoard® conference areas and smaller, project team collaborations in private WebBoard® conferences. Establishing communities of learners took more time and effort than anticipated. This article examines the three courses and the modifications made to improve these ongoing web-based courses. Though these changes helped the establishment of online learning communities, it was noted that the nurturing and sustaining of these communities appeared to be vested almost entirely in the professors. It is hoped that the lessons learned and some of the methods used in these web-based courses will help future instructors establish, maintain, and sustain online communities of learners.


King, F. & Puntambekar, S. (2003). Asynchronously Conducted Project-Based Learning: Partners with Technology. International Journal on E-Learning, 2(2), 46-54. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .


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