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1、InvestigationofgroupdynamicsandinteractionsinsynchronousnetworkedlearningAbstactStudiesofeffectivelearningandteachingoninformationhighp;Greenberg,1995;Treadphasizeongroupinteractioninlearningprocess.Criticismagainstthelearningconcludesunityacrossgeographicandtimeboundaries.(Saye,199
2、8;Shrivastava,1999)Theaimofthispaperistoexaminetheeffectivenessofgroupdynamicsinsynchronousittedtotheothergroupsimultaneouslythroughintra.Theresultexpectsmulti-dimensionalinteractionenricheslearninginents.Italsoimpliesthattheextensionofthislearningmodeayglobaliselearningandteachingi
3、nfuture.Keymunication,interactivity,peergroupdynamicsandpeer-to-peerinteraction1.IntroductionTraditionalclassroommodeisnotenoughforthe‘informationalised’munitytopursuelearning.(TiffinandRajasingham,1995)Studiesonneodesfocusontheadvancementofinformationtechnologyfordeliveringlearning
4、indynamicandflexibleenvironment.(Mcgreal,1998;TuathailandMcCormack,1998)Inter-based,cMahon,GantzandGreenberg,1995;TreadtheadvancetechnologythatdeliveringlearningtoanylocationandatanytimethroughIntermakesvirtuallearningmunityandindividualizedlearningpossible.Piotroagainstinter-basedt
5、eaching‘…asinstructional,technical,orpersonal,andthatspecificreservationsaboutemployingthistechnologymaybecloselyrelatedtothetype(anddegree)oftechnologicaluse.’Indeed,feicsandpeer-to-peerinteractionaffectqualityoflearninginent?Theobjectiveofthispaperistoexaminetheeffectivenessofinte
6、ractivityinsynchronous?TerminologyusedtodescribeonnamesincludeInter-based(Piotroediatedmunication(Treadent(TuathailandMcCormack,1998)orvirtuallearningenvironment(TiffinRajasingham,1995;BritainandLiber,1999).Indeed,thispapersuggestsesandsystemizesdistributedenvironmentinthreelevels.I
7、ntralevelisforlearningentalconceptbehindthelevelsistheattempttodeliverlearningasflexibleandscalableaspossibletopotentiallearnersatdifferentgeographicallocationsandtimezonesthroughputer-basedbodiesthefolloailandbulletinboard(BritainandLiber,1999;Bork,2000);2.Peergroupsupportslearning
8、(ulated,retrievedan
