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The continuing improvements in the worldwide access to the Internet are rapidly improving the ability for international collaborative eLearning. The University of Kansas ( KU) and University of Costa Rica (UCR) are developing eLearning strategies designed to establish meaningful and sustained relationships. We are investigating: 1) how to use technology and pedagogy to enrich social interaction and learning, 2) strategies an d technologies for engaging students in collaborating on issues of mutual interest, 3) understanding how the quality of relationships can improve learning, 4) institutional issues and barriers related to implementing coursework, certifications and academic programs across international institutions. Our analysis indicates that student collaborate more when they can meet in live teleconferencing as opposed to relying solely of asynchronous email or threaded discussions for collaborative project. Participants reported that strategies that scaffold activities by beginning with clearly stated problems and achievable common goals, such as locating and ranking relevant web resources, contribute to richer collaborations. El crecimiento continuo del acceso a la Internet, a nivel mundial, esta mejorando rapidamente el aprendizaje internacional colaborativo en linea. La Universidad de Kansas (KU) y la Universidad de Costa Rica (UCR) estan desarrollando estrategias de aprendizaje en linea para establecer relaciones significativas. El equipo esta investigando: (1) la integracion de la tecnologia y la pedagogia de ensenanza para enriquecer la interaccion social y el aprendizaje, (2) la integracion de estrategias y tecnologias para incorporar a los estudiantes en actividades de colaboracion acerca de temas de interes comun, (3) entender como la calidad de la relaciones sociales pueden mejorar el aprendizaje, y (4) los eventos y barreras internacionales relacionadas con la implementacion de los cursos academicos, certificaciones y programas entre instituciones internacionales. Nuestro analisis indica que los estudiantes colaboran mas activamente cuando tienen encuentros reales en teleconferencias y no simplemente con la interaccion asincrona o discusiones en linea para los proyectos colaborativos. Los participantes reportan que las estrategias, que facilitan las actividades iniciando con problemas claramente establecidos y con objetivos alcanzables, tales como localizar y priorizar los recursos mas importantes de la Internet, contribuyen a enriquecer las colaboraciones.

Collaborative elearning: an academic experience between the University of Costa Rica and the University of Kansas