Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education.

The article focuses on two studies, which aimed at fostering effective collaboration within an asynchronous computer-supported collaborative learning (CSCL) environment by stimulating reflection on and moderation of collaboration processes. In order to facilitate collaborative learning, teacher-education programmes have incorporated information and communication technology in their curriculum. However, the use of asynchronous CSCL environment is relatively new and is based on a number of considerations: having no time and place limitation for students to discuss and argue with each other, providing students more time to think over the learning material before giving their response, no waiting in turn for asking questions and giving answers, and as source of information. Results from both studies indicated that instructional settings influenced the process of collaboration only on minor points. There were a lot of factors that made both studies less successful, such as opportunity to meet face-to-face, students' motivation, the nature of the task, and unsuitable instructional settings.