10 Barriers to the adoption of computer-mediated collaborative learning practices in open and distance education Rita Kizito Bureau of Learning Development Progressio 24(2)2002 ABSTRACT Computer conferencing is emerging as a powerful tool for supporting collaborative learning in higher education. This form of communication is opening up new possibilities for making learning interactions more democratic, cognitively stimulating and challenging for adult learners. Unfortunately, there are concerns that complicate the adoption of collaborative learning practices, particularly in an African context. This article identifies three categories of issues which can influence successful implementation, but which are also potential sources of barriers to effective adoption. These include macrocontextual issues, institutional issues and pedagogical issues. A possible way forward is suggested. INTRODUCTION According to Rumble (1989), distance education is a modality which is non-contagious in nature, characterised by the separation of the teacher and student. This physical separation requires that the communication between the teacher and student be technologically mediated, using print, video, audio, and most recently computer- mediated technology. The openness in education refers to the character of the education process. Openness encompasses the degree of restrictions within the time-place dependence variation, and the flexibility of the educational philosophies underpinning issues such as access, structure, dialogue and student support systems (Rumble 1989). Traditional forms of open and distance learning courses largely depend on preprepared or preprogrammed learning resources (Kaye 2002). The common scenario is one in which a student is supplied with learning materials and then allowed to complete the learning activities at their own pace. Often, this process is restricted with flagstones such as assignment submission dates and course/module completion and examination dates. Learning interactions will vary from "one-way" (teacher-student) interactions to more dialogic "two-way" (teacher-student; student-teacher) interactions. These interactions can be "one-to-one" or "one-to-many" forms of communication. Although distance education has generally accommodated various levels of peer collaborative learning activities, Kaye (2002) contends that opportunities for "student-student" interactions in most open and distance learning courses are limited or nonexistent. "Computer conferencing is emerging as a powerful tool for supporting collaborative and peer learning" (Kaye 2002:70). This form of communication is opening up new possibilities of learning interactions in which learning processes can become, not only democratic (Rumble 1989), but also cognitively stimulating and challenging, particularly for adult learners. Computer conferencing is a teaching and learning domain which is asynchronous (time-place independent), and capable of supporting "many-to-many" forms of interactions (Haraism 1998). This learning format supports a social constructivist approach to learning in which there is an attempt to "integrate individual cognitive and social environments, attaching critical importance to the social negotiation of meaning supported by collaborative construction of knowledge" (Kaye 2002:9). Unfortunately, there are concerns that complicate the adoption of computer-mediated collaborative learning practices, particularly in an African context. In this article, the benefits of adopting collaborative learning practices are presented together with three categories of issues which can influence successful implementation. These include macro-contextual issues, institutional issues and pedagogical issues. The same framework of