Improving web-based learning by means of narrative

Web-based learning mostly relies on written, asynchronous interaction, which grants learners time for reflection and freedom in the organization of their activity. Written communication, however, is considered an impoverished means by many people, because it lacks non-verbal cues, with consequent negative influence on the quality of the learning process, as concerns both its cognitive and motivational/emotional aspects. Hence, the research on web-based learning is increasingly giving attention to ways to overcome this problem. Based on the analysis of three different examples drawn from the literature, this paper argues that introducing a targeted narrative activity in the design of web-based learning can represent a valuable way to contextualize the learning activity and enhance social presence, in that narrative is a multifaceted form of communication which results natural in all cultures and is suitable for any learning subject.