Abstract
Recent research in cognition and pedagogy, and experience in curriculum development support the hypothesis that learning is a social interaction, and that moreover, knowledge is constructed socially. At the same time, thoughtful people are wondering about the impact of distributed learning on interactions between student and teacher, and between students. Some claim that the depth and richness of the face-to-face experience students have in the traditional classroom setting is irreplaceable; therefore any "virtual" teaching and learning activities must by definition be inferior. Others argue that, while face-to-face experiences are important, where not possible, or too expensive, or where access to higher education is limited, we must evaluate alternatives that technology makes possible. More than that, we need to determine if, in fact, Internet technologies properly applied may actually overcome the barriers in the face-to-face world to the creation of a broad-based, vibrant and engaged academic community that includes faculty, students, alumni, and others.) If one key element of any kind of learning, including e-learning, is social interaction, the concept of "online learning communities" is promising. Panelists will review the potential and limitations of online communities as teaching and learning environments, will discuss the issues involved in the design, evolution and support of online communities (including multicultural and international communities), and will discuss specific online community projects underway at a number of institutions.