Challenges Inherent in Collaborative Online Learning

With the exception of the obvious barriers a technology interface poses, the challenges inherent in collaborative online learning are not unlike those experienced in f2f learning environments.

The most obvious technological barriers seem to be that of the computer interface and the challenges distance presents to the development of "social presence"(Tu and Cory -2002. As dial-up connections fall by the wayside, the challenges pop-up blockers and virus protection software pose to java script seem to be the bigger challenge. The establishment of a learning community can offset the sense of isolation students may feel.

Where technolgy "fluency and rhetoric" will always be problematic for the student and instructor alike, it will increasingly become less so as technology and telecommunications merge and continue to evolve. If the past 3-5 years are any indication, the interfaces are becoming more intuitive and the technology more transparent as a result. The strategy of providing labs to help the student's overcome issues with proficiency in their use of technology seems to be effective. I think technology presents a bigger issue for the instructor who must be a smart "consumer" when selecting the technologies students will use during the course. Not only must they be uniformly available,the instructor must be proficient in how to use them effectively to present a variety of content using various media. They must also be sufficiently proficient to assist students with troubleshooting, as experienced in some of our recent meetings.


There are a sufficient number of studies cited in our texts and other reading assignments that support the benefits of collaborative learning. The more challenging issue seems to be that of establishing a community for learning--a critical interdependency for collaboration. Not unlike the traditional f2f classroom, the instructor's role in shaping a cooperative and collaborative learning experience is key. The structure of the course design, the effective blending of media and student assignments to appeal to the spectrum of student learning preferences and the instructor's continued involvement as an active member of the community are all critical success factors. Ensuring an ample mix of synchronous and asynchronous collaborative activities blended with opportunities for individual contributions is important as is ensuring that the evaluation of the various assignments are weighted proportionally to be "fair" to all students.

The active involvement of the students in the development of shared learning goals is central to developing an effective learning community. Students are more motivated when they feel as though they are a partner in the process. Offering students options in the selection of assignments enhances their ability to choose one that is more in sync with their learning preferences. Also giving students an opportunity to establish the ground rules for their interactions is a plus, in that it helps to pace the discussions such that everyone who is interested in participating can.

Rubrics that clearly specify the weekly assignments and topics to be addressed help to manage student's expectations and help them manage their time.

I prefer to focus on the advantages a collaboratve online learning environment affords to the motivated student as opposed to focus on the problems that are not unique to online learning (with the exception of perhaps distance) and certainly not new to learning. I think it interesting that we often hold the traditional f2f classroom as the "gold standard" against which we compare everything else. Most of the "problems" discussed in Chris Dede's paper are not insurmountable, with the exception of unmotivated students. I believe that the real issues transcend technology and distance. I say "Build it and they will come!"