Our sub-group worked very well together in this course. At the beginning of the term, we decided to divide the entire semester schedule of summary/question assignments among the four members, and assign that individual to be the weekly team leader. Team leaders changed each week on a rotating basis. Each week the designated team leader would complete the reading summary and post it on the private boards for review by the team. Members would review the summaries for content, wording, spelling and grammar. Team leaders incorporated the posted suggestions and corrections from the team. Additionally, the weekly team leader would suggest a discussion question to pose to the larger group. Discussion questions were reviewed and discussed through the private board until all members were in agreement and satisfied with the end result. It was the job of the team leader to post the final version of the summary and review questions on the public board. Our sub-group was very cooperative and considerate during our semester of collaboration. Occasionally, we would disagree on a summary topic, or question selection. When this occurred, all members would participate in discussion and negotiation until the matter was resolved to all of the member’s satisfaction. Each member of our group was diligent in responding to queries and clarifications, and always posted items on time, and accurately. We all trusted and depended on one another to submit material that would affect each of our grades. A significant amount of learning also occurs via the public boards in the WebCT setting. After the posting of summaries and questions, the larger group answers and elicits discussion on the topic at hand. Often times, this discussion leads to connected topics, thus expanding our learning and exploration. Collaboration also occurs between professor and student. One-on-one discussions are typically conducted on the public boards so that the entire class has the benefit of each student’s progress and growth. These discussions contribute to the sense of community and trust that heavily collaborative classes typically experience. Some believe that on-line learning is sterile and impersonal, but I disagree. Students learning in a web based course “see and talk” to each other on a daily basis, as opposed to a once or twice per week classroom setting. Collaborative, team oriented classes enable students to know fellow classmates on a personal level, and to learn together in a safe, intimate atmosphere that is impossible to duplicate in the face-to-face classroom.

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