An evaluation of synchronous co-operative distance learning in the field: the importance of instructional design

We describe an empirical field study on synchronous cooperative distance learning carried out in a large software company. The goal was to make an analysis of the cooperative learning process. Seven small groups consisting of three participants each completed an introductory Web-based training about the Linux operating system. Four short synchronous cooperative phases were embedded in the Web-based training. An analysis of the group discourses showed a large variation in the learning processes that took place in the different groups. This finding can be explained by the ill-defined instructional design on which the cooperative learning process was based. The methodology used enables both a detailed analysis of the learning process as well as for the development of task-specific process models that can be used for the redesign of instruction.