As an educator, it’s important to recognize that collaboration doesn’t “just happen.” In fact, if we want it to go as effectively as possible, we need to be able to set the stage for collaboration well before we expect students to do the same.  In Chapter 2, entitled “The Process of Online Collaboration”, steps are laid out to aid in getting students to successfully participate in collaborative environments.

Firstly, as educators we have to set clear guidelines or “rules of engagement” to  facilitate the nature of these assignments. Students become more inclined to participate if they understand how the work is going to be completed. This just makes sense – students want to know what is expected of them before they begin! Letting the students know how they can work together is essential, whether it is through face to face meetings or discussion boards online.

Next, the teacher has model this type of behavior. I can’t imagine that the students would have much success if they were just left to fend for themselves. What this article suggests instead is that the teacher show their commitment to this learning environment by modeling it first for the students to see. Doing so will not only demonstrate what the process looks like, but it will also reinforce the teacher’s own belief in collaborative learning. Continuing to guide the students throughout the process allows them to get feedback and allowing them to understand how to meet the learning objectives. I think instructor facilitation is crucial – students will benefit from a teacher’s guidance and learn to focus more on the project at hand, rather than obsessing over what they disengaged, silent teacher may be thinking.

Being explicit about the purpose, objectives and relevance helps students understand where their work fits into the classroom. I would begin by creating the contracts that Chapter 2 details. With concrete contracts, both students and teachers can monitor progress and the final results. If there are any issue, the whole group can look back on the contract and intervene. Students are learning not only the content of the project, but how to work together to create a community.