Thematic Modules in an Asynchronous Learning Network: A Scandinavian Perspective on the Design of Introductory Courses

Urban Nulden ()
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Urban Nulden: Goteborg University

Group Decision and Negotiation, 1999, vol. 8, issue 5, No 4, 408 pages

Abstract: Abstract This paper discusses an educational philosophy and proposes a framework for structuring introductory courses in higher education. The philosophy is rooted in a Scandinavian tradition of social settings. Two elements are central in the philosophy: First, the notion of a thematic module (TM) which is a unit for studying a limited subject matter or topic. Second, asynchronous learning networks (ALN), which is the use of computer mediated communication for time and place independent collaborative learning. To evaluate the philosophy, a course, "Introduction to Informatics," was designed and offered to forty-three business administration majors. Three central assumptions of the philosophy guided the design and evaluation of the course. First, thematic modules are appropriate for structuring an introductory course, second, asynchronous learning network is a viable environment to enhance thematic modules, and third, TM in ALN is a suitable approach for educators who wish to engage students and fellow educators in constructive and collaborative learning activities. To investigate the assumptions, both qualitative and quantitative data were collected and analyzed. The quantitative data gathered are very limited, but give indication for further research. The paper ends with a tentative framework for design of introductory courses using TM and ALN.

Keywords: thematic modules; asynchronous learning networks; introductory courses; course structuring; constructivism (search for similar items in EconPapers)
Date: 1999
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DOI: 10.1023/A:1008665626692

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