The Effect of E-Mail Messages on Student Participation in the Asynchronous On-Line Course: A Research Note

In the asynchronous learning network (ALN), the learner should have more control of the acquisition of knowledge as compared to the traditional classroom. Learner control is one of the primary reasons cited by proponents to lend support to web-based instruction (WBI) and other forms of ALN’s (Oliver, 1999). However, WBI in a completely asynchronous environment increases the burden on the learner to be responsible for the outcomes of his or her own learning experience (Young-Ju, Bong & Choi, 2000, Olugbemiro et al, 1999; Carrier, et al., 1986). As the integration of WBI into traditional academic programs increases, the typical learner in the asynchronous environment will be the traditional college student who probably has limited exposure to a self-regulated learning environment. Therefore, the student may experience problems with successfully completing a course offered under strictly asynchronous methods. The purpose of this research note is to examine the effect that computer mediated communication (CMC) has on learner activity levels in a self-regulated ALN environment and to determine whether or not CMC can be used to positively influence the learning experience.