Abstract. Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.Keywords: asynchronous discussion, cognitive engagement, computer-mediated communication, discussion forum, electronic conferencing, interaction, teaching and learning online Advances in technology have enhanced communications between students and the instructor, and among students themselves. Many college instructors, due to easy access to communication technology tools, have moved or extended part of a classroom discussion to an online forum, where students and the instructor continue their discussion on course-related topics. Instructors sometimes find it difficult to facilitate class discussions online because there remains scant knowledge about interaction and student cognitive engagement in the asynchronous online discussion. This article analyzes types of interaction in four asynchronous online discussions, examines student cognitive engagement in each discussion, explores factors that may cause differences in interaction and cognitive engagement, and highlights possible implications for learning and teaching online and for research in computer-mediated communication (CMC).

The authors of this article discuss three pedagogical approaches, learning community, community of practice and community learning, and analyse their significance for knowledge acquisition and construction in higher education. The authors also explore the roles of technology in creating adequate environments for educators to implement teaching practices supported by these approaches and explain, through an illustrative course example, how technology and teaching methods can be used together to promote interaction among learners and help them achieve course goals.De la communauté apprenante à l'apprentissage communautaire: la pédagogie'la technologie et l'interactivité Les auteurs de cet article examinent trois approches pédagogiques:la communauté apprenante, la communauté de pratique et l'apprentissage communautaire et analysent leur signification pour l'acquisition et la construction des connaissances dans l'enseignement supérieur. Les auteurs étudient aussi le rôle de la technologie pour créer les environnements adéquats permettant aux éducateurs de mettre en place des pratiques d'enseignement reposant sur ces approches et ils expliquent au moyen d'un exemple de cours significatif,comment la technologie et les méthodes d'enseignement peuvent être utilisées ensemble pour favoriser l'interaction chez les apprenants et les aider à atteindre les objectifs du cours.

This chapter examines the most common technologies used for teaching on college campuses and the most common barriers to advanced uses of technology tools. Survey results consistently show that the major harriers to incorporating technology into higher education are lack of faculty time, faculty doubts about the relevancy of technology to disciplinary learning, and inadequate technical support for faculty projects and technology uses. This chapter, then, proposes several approaches developed and assessed by the Center for Research on Learning and Teaching at the University of Michigan for removing those barriers to technology uses in higher education. Although providing flexible technology training schedules and formats helps address the problem of time, offering training that combines pedagogy and technology skills clarifies the link between technology and disciplinary knowledge acquisition. Finally, the collaborative approach to technology support enables faculty to enjoy continuous and coordinated technology support for their projects and technology uses in the classroom. This chapter also provides recommendations for supporting faculty in using technology to improve their teaching and student learning.

Teaching and learning in the 21st century not only utilizes various technologies, but also takes place any time and any place. During the last decade, higher education institutions equipped many of their classrooms with the latest computer hardware and software applications and trained their faculty and staff to use the technology. With the technological advancements and the changing needs of institutions and students, more faculty members are teaching online.

Teaching and learning in the 21st century not only utilize various technologies, but they also take place anytime and anyplace. During the last decade, higher education institutions equipped many of their classrooms with the latest computer hardware and software applications, and trained their faculty and staff to use the technology. With the technological advancements and the changing needs of institutions and students, more faculty members are teaching online.