1. Structure and Management of Online Collaboration

2. Instructional Phases of Collaborative Learning
1st Stage: Forming
2nd Stage: Functioning 
3rd Stage: Formulating
4th Stage: Presenting
5th Stage: Reflecting

3. 1st Stage - Selecting students
Best if instructor assigns team
For long-term groups, form heterogeneous teams
For long-term groups, form teams later in course term

4. Group Types Effectiveness
Pseudo-traditional-effective-high performance
Size
Small group-committee-forum
Purpose
Decision making-project-report
Time
Single activity-project-long term

5. Group Size
Smaller groups: better participation, individual accountability, easier to schedule meetings
Larger groups: more ideas, more complex tasks
Optimal Number: 4 or 5

6. Group roles Facilitator Timekeeper Recorder Reporter Explainer Checker
Researcher/Runner

7. 2nd Stage: Functioning Help groups plan how to proceed
Provide a list of guidelines
Discuss potential problems before hand
Monitor progress
Schedule with milestones
Weekly progress reports
Assert overall values and norms
No “flaming”
No racist or sexist remarks

8. 3rd Stage: Formulating
Students use cognitive skills to build a deeper understanding of the learner tasks
Summarize ideas and thread of discussion in the bulletin board.
Link theory with practice and elaborate current material with previously learned material
Draw concept mats or diagrams that enable students to remember the key ideas and use these diagrams as away of theorizing
Hypothesize connections and possible outcomes

9. 4th Stage: Presenting
Student groups present their findings to their classmates.
Ensure that feedback from instructor AND peers is provided

10. 5th Stage: Reflecting Students analyze what they have learned
Identify strengths and weaknesses in the learning processes
Offer constructive ideas on how their learning can be improved