An alternative model includes synchronization points but allows asynchronous activity between those points. This has the reverse effect of limiting self-pacing but promoting collaborative learning. We have adopted this second model for the Drexel courses since we wanted to promote collaboration among students. At a practical level, this means that each course product and activity has a schedule. A discussion topic is defined with an opening and closing date.
Asynchronous discussion takes place within the discussion window.
Similarly, team products have fixed due dates so that they can be made available for peer review and browsing. Our preliminary analysis shows many positive results for ALN courses. Based on a set of 82 student evaluations, some strengths and weaknesses of ALN appear. We are also seeing interesting differences in student perceptions in ALN classes relative to corresponding traditional classes. The overall impression that emerges is that ALN students are as positive or more positive about the quality of education they are receiving than the students in traditional classes.