© British Educational Communications and Technology Agency, 2005. Published by Blackwell Publishing, 9600 Garsington Road, Oxford, OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. British Journal of Educational Technology Vol 36 No 4 2005 673–676 Blackwell Publishing Ltd.Oxford, UKBJETBritish Journal of Educational Technology0007-1013British Educational Communications and Technology Agency, 20052005364673676Colloquium ColloquiumBritish Journal of Educational Technology Colloquium Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education Silvia Dewiyanti, Saskia Brand-Gruwel and Wim Jochems Address for correspondence: Silvia Dewiyanti, University of the South Pacific, Distance & Flexible Learning Support Centre, Suva, Fiji Islands. Tel: (679) 3232544; fax: (679) 3231539; email: dewiyanti_s@usp.ac.fj Introduction Nowadays, the learning approach in teacher education programmes emphasises forms of collaborative learning that focuses on the importance of interaction among learners in constructing knowledge (Korthagen, Klaassen & Russel, 2000). Working together while accomplishing a task can be seen as a characteristic of a powerful learning environment that aims at active knowledge construction (eg, Dillenbourg, 1999; Van Merriënboer & Paas, 2003). The present studies aimed at fostering effective collabora- tion within an asynchronous computer-supported collaborative learning (CSCL) envi- ronment by stimulating reflection on and moderation of collaboration processes. In order to facilitate collaborative learning, teacher-education programmes have incor- porated information and communication technology in their curriculum. However, the use of asynchronous CSCL environment is relatively new and is based on a number of considerations: having no time and place limitation for students to discuss and argue with each other, providing students more time to think over the learning material before giving their response, no waiting in turn for asking questions and giving answers, and as source of information. The successful use of a CSCL environment is also determined by instructional methods within the learning environment. Compared to traditional classes, collaboration pro- cesses in an asynchronous CSCL are less structured. Some researchers (O’ Donnel & Dansereau, 1992; Webb, 1992) suggested that structuring group interaction could prepare students for group work and promote collaborative behaviour. Structuring group interaction can be done through several instructional methods, for example providing guidelines (Veerman, 2000), taking time to reflect and to discuss the group processes in a collaborative learning session (Johnson & Johnson, 1994; Yager, Johnson, Johnson & Snider, 1996), and moderating the collaboration process (Salmon, 2000).