Activity Cycles in Educational Electronic Networks

Abstract Because interaction via long‐distance electronic networks differs from conventional instructional interaction, it is important to determine the ways in which learning can be effectively organized in this new medium. Network‐based instructional interactions are characterized by systematic cycles of activity and knowledge of these cycles is important for creating effective, network‐based learning environments. Several global activity cycles are documented here. In addition, the life cycles of two types of instructional activities, teletask forces and teleapprenticeships, are discussed. The implications of these analyses for the educational uses of computer networks are also described.