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The main purpose of this Naturalistic inquiry study is to explore four ethically diverse Web-based Computer Supported Collaborative Learning (CSCL) students' perceptions of and experiences in knowledge construction and group collaboration. Findings suggest that individual and group successes are interconnected and rely on successful negotiation and construction of shared knowledge among group members. While effective collaboration and knowledge construction among people of diverse backgrounds may be challenging, Web-based collaborative learning among similar populations may pose additional challenges than in face-to-face settings due to the absence or limited non-verbal communication cues. Educators interested in designing online courses for students of diverse backgrounds should not only consider the cognitive but also the social and cultural aspects of communication. Future studies should focus on exploring effective course design to facilitate both cognitive and social aspects of learning and to optimize individual as well as group learning. (Contains 11 references.) (Author/AEF)

In the online learning environment, communication and collaboration occur from a distance. In the absence of non-verbal communication cues (such as facial expressions, gestures, and tone of voice), understanding, communication, and interaction rest largely on individual assumptions and interpretations. The magnitude of these communication challenges increases as cultural differences among communicators widen. The purposes of this study are to: (1) discuss the role of effective intercultural communication and collaboration in the Web-based collaborative learning community; (2) examine helpful strategies utilized by both instructors and learners in a Web-based curriculum model where diversity is treated as a fact and collaboration among learners of diverse backgrounds as the norm; and (3) discuss future implications for integrating technology into curriculum targeted to global learning populations. (Contains 28 references.) (Author/AEF)

This paper describes a constructivist and collaborative approach to transforming a traditional face-to-face on-campus course into an entirely Web-based course. The major objectives of this computer-supported collaborative learning (CSCL) course are for students to experience, learn and design online collaborative learning. This paper is based on the multiple experiences and perspectives of the course instructor, a course designer who also served as one of the moderators, and a student in the course. The purposes of this paper are to: (1) describe the design, implementation, and evaluation strategies used in this Web-based collaborative learning course; (2) examine the characteristics of the authentic environment designed to enable students to experience the strategies, opportunities, challenges, and benefits on online collaborative learning; (3) discusses the roles and benefits of using "e-sherpas" as a unique support system for online learning teams; (4) explore students' perspectives, reflections, and suggestions; and (5) discuss course evaluation results, lessons learned, and implications for design of online collaborative learning environments. (Author)