The social skills needed to work in groups with distant partners do not develop with the same speed as communication technology. Most networks are arranged around a conference or party model (see Rheingold, chap. 4) where individuals enter a shared electronic space that is rich with possibilities. But it remains a difficult task to find or create a project that meets the needs of a particular group of students. Student and teacher time are valuable but limited resources that constrain the search for educational activities on free-accesss networks.
[op. cit., p. 223]
There is some wisdom in the colaborative fora developed for distance learning. I already had a lot of theoretical knowledge about it, gleaned from my many readings over the subject. What is different now is that I am experimenting it in real life. And that makes all the difference!
It is an interesting experience, that I hope to report here from various perspectives, as I go along: a sort of Journal, I hope.
Margaret Riel (1993). Global Education through Learning Circles. In: Global Networks: Computers and International Communication. (LMHarasim, Ed.). MIT Press, Ltd. (pp. 423)