Information Systems Research, 2002, Volume 13,
Issue 4, Page 404-415.
Advances in information and communication technologies have fueled rapid growth in the popularity of technology-supported distributed learning (DL). Many educational institutions, both academic and corporate, have undertaken initiatives that leverage the myriad of available DL technologies. Despite their rapid growth in popularity, however, alternative technologies for DL are seldom systematically evaluated for learning efficacy. Considering the increasing range of information and communication technologies available for the development of DL environments, we believe it is paramount for studies to compare the relative learning outcomes of various technologies. In this research, we employed a quasi-experimental field study approach to investigate the relative learning effectiveness of two collaborative DL environments in the context of an executive development program. We also adopted a framework of hierarchical characteristics of group support system (GSS) technologies, outlined by DeSanctis and Gallupe (1987), as the basis for characterizing the two DL environments. One DL environment employed a simple e-mail and listserv capability while the other used a sophisticated GSS (herein referred to as Beta system).Interestingly, the learning outcome of the e-mail environment was higher than the learning outcome of the more sophisticated GSS environment. The post-hoc analysis of the electronic messages indicated that the students in groups using the e-mail system exchanged a higher percentage of messages related to the learning task. The Beta system users exchanged a higher level of technology sense-making messages. No significant difference was observed in the students' satisfaction with the learning process under the two DL environments.
Keywords: Distributed Learning; Learning Assessment; Learning Models; Technology-Supported Learning