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John Havel, Wendy McCloud, Sarah Ricard, Susan Van Dusen

Dr. Heidi Harris
Special Topics in Online Writing Instruction
7 May 2016

Effective Practices for Developing, Facilitating, and Assessing

Collaborative Online Writing Projects: A Position Statement

Online collaborative projects have become the standard in todays higher learning

institutions. With this new standard come new challenges for educators across every field to

address. Instructors must create innovative pedagogies for developing, facilitating, and assessing

writing projects in an online environment which will engage students across a diverse range of

genres. The authors of this paper, using those diversities to their advantage, have outlined several

facets necessary for instructors to achieve successful outcomes during collaborative online

writing projects. This position statement, the result of their efforts, serves as tangible proof that

effective online collaborative efforts are beneficial to students and educators alike.

Developing Online Collaborative Projects

Drawing upon the personal experiences of Carrie Jo Coaplen, Ericka Tonise Hollis, and

Ray Bailey, a strong case can be made that developing online coursework is a key step to

creating an effective collaborative project. Each one faced the challenge of moving from face-to-

face classes into the online world with the same goal, creating a student-centered classroom that

fostered active, respectful, thoughtful, and fun engagement toward building a community of self-

motivated learners (5). Major components each instructor found necessary for developing

excellent online courses were:

1. Instructor support must be clearly evident and positive in nature from the onset;

2. The environment must embody a shared sense of community; and

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3. Coursework must be clear, instructive, and consist of multiple tools.

Methods commonly used to ensure these three key goals are met must constantly adjust

due to rapid changes in technology, but several factors stand out as providing the most effective

results. The number one component of instructor support is best exhibited by teachers who

consistently reach out to their students or provide multiple methods for students to reach out to

them. Coaplen admits to teaching several online courses that failed to foster collaboration and

community, but after making changes such as devoting more time to respond to students

individually from the beginning of the class, she experienced a significant increase in the areas

previously lacking (4). Clearly, instructor interaction becomes a key factor in online

collaborative learning for students.

Component number two ties directly into the instructor/student communication factor.

Huahui Zhao, Kirk P.H. Sullivan, and Ingmarie Mellenius article, Participation, interaction and

social presence: An exploratory study of collaboration in online peer review groups states,

Social presence helps to realise collaboration through establishing a warm and collegial learning

community to encourage participation and interaction (807). Using an LMS (Learning

Management System), such as Blackboard, is one step in creating a sense of community. Via the

LMS, instructors develop shared assignments such as discussion posts, blogs, and even wikis

whereupon students, and most importantly the instructor, continually interact. The instructor sets

the appropriate tone with their initial contacts, which in turn, creates the tone for social presence

online. In their study, Zhao et al. also conclude that social presence was found to evolve from

interaction, and an optimal level of social presence encouraged participation and positively

shaped the dynamics of interaction, and thereby promoted collaboration (817).

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The importance of number three is emphasized by Ibis Alvarez, Anna Espasa, and Teresa

Guasch when they state students considered it was essential to receive instructions with clear

guidelines and criteria, regarding both the assignment and the use of collaborative tools, in a

brief, clear and concrete manner (394). Coaplan et al. also state the same criteria by noting

instructors should create and clearly post detailed, straightforward course documents in places

that will be easy for students to find and access (17). Poorly worded, or convoluted,

assignments create a disconnect between students and the information they need to process in

order to succeed. Using these tools will ensure collaborative groups understand the assignments

at the same level, which will foster a better learning experience for all involved.

Smaller skill-building assignments preceding collaborative tasks will increase the

assignments effectiveness. Early assignments should introduce and build collaboration skills,

content skills, and technology skills (Blaschke 6). Having an understanding of these basics will

add to the ease of the group work. When the actual assignments for collaboration are built, there

should be a special emphasis on relevance. Assignments should apply principles and knowledge

gained in the course (Blaschke). Finally, the assignment should be appropriate for a group

setting (Blaschke 6). Presenting assignments with categories that can be divided into multiple

steps will provide work that can be shared among multiple people. These technical details in the

actual assignments will contribute to the students having more effective learning experiences.

Wording, phrasing, and presentation of each assignment must contain clear, concise, and

detailed instructions as well as offer multiple methods to convey those instructions.

Facilitating Online Collaborative Projects

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Instructors can control many factors when facilitating online collaborative assignments

to increase the effectiveness of the experience.

First, understanding student frustration is an important part of facilitating online

collaborative assignments. Unfortunately, frustration is a norm for many students when tasked

with collaborative assignments. Students note that common frustrations stem from a few doing

most of the work [and] everybody getting the same grade (Kelly 11). Frustrations such as

commitment imbalance, unshared goals, and communication difficulties are common for

students. Many students arrive with these frustrations before even beginning an assignment

(Kelly 11). However, instructors must use specific techniques to facilitate collaborative

assignments in order to reduce these frustrations (Capdeferro 5). Clear expectations, scaffolding,

clear instructions, and instructor communication are some of the techniques that reduce this

frustration.

In addition to understanding student frustrations, understanding and conveying the

importance of collaborative assignments is critical. Awareness of collaboration in the workplace

can influence a positive instructor tone. Students will be expected to work with other people

and must know how to leverage technology for teaming (Petherbridge). Team assignments

prepare students for the modern working world. This reality should serve as motivation for

approaching collaborative assignments with enthusiasm for student success. This conveyed

enthusiasm is an early step for effective facilitation. At the start of a course, the effectiveness of

future collaborative assignments increases with this affirmative tone. Instructors should

communicate early with the sole focus of emphasizing and explaining teamwork (Kelly 8).

This focus along with active and direct communication are the early steps of effective

facilitation.
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Stated expectations are another start for effective online assignment facilitation. Early in

the course, instructors should establish teamwork as a stated course outcome, and

communication expectations should be written into the syllabus (Kelly 6). In addition, the

specifics for collaborative assessments should be clear from the start. When students are aware

that they will be assessed by their peers, there is a higher likelihood of less social loafing (Kelly

10). These expectations should be an essential part of the course syllabus.

Specific strategies for dividing students into collaborative groups are another key

component of facilitation. Pete Janca assigns students into diverse groups. Janca states that the

mix inspires creative ideas. Diane Chapman allows students to choose their own groups. She

notes that such autonomy gives her license to assign more responsibility. Chapman also notes

that student choice works best when group dynamics are already established (Petherbridge).

Student choice in group selection seems to also make a positive difference when students are

familiar with the topics, allowing students to pick content they are more comfortable with, while

student choice has less relevance when students are unfamiliar with the topic selections

(Petherbridge). However, specific grouping will be ineffective if students have not developed

relationships with their classmates earlier in the course.

Timing considerations are important too. Forming a group well before the collaborative

assignment begins allows interdependence to to develop among the members before the task is

assigned (Blaschke 7). And again, student choice works best when group dynamics are

already established in the class (Petherbridge). Also, assigning collaborative assignments later

in the course will ensure that students have acquired the confidence and skills to be successful

(Blaschke 6).
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In order to facilitate collaborative online assignments fluidly, the structure of the

assignments should start simply with structured goals. Jan Engle has students start on a easy

team task before they take on more complex projects (Kelly 11). The students answer a series

of questions that establish organizational goals. From here, the students move into more

complicated tasks. Some instructors have found that a formal team agreement is a strong

starting activity (Kelly 10). Not only is the assignment straightforward, but it establishes a

foundation for the group interaction.

Throughout the process, it is essential for the instructor to be an active participant in the

communication. By participating in the communication, the instructor can model supportive

feedback (Kelly 8). Not only does this reinforce positive norms, such praise can also boost

participant morale (Kelly 8). The communication can also be a place to offer substantive

resources such as articles and links to assist in the completion of the project (Kelly 8).

Instructors should also provide a list of possible solutions for anticipated problems,

giving the participants a model for communicating possible frustrations (Kelly 8). The instructor

must balance being a voice that the students can confide in privately, while also encouraging

students to work on solutions actively with their teammates.

It is quite possible that problems may occur. In some cases, it may be necessary to

reshuffle group members, but it is better to avoid this by paying attention to what online groups

are doing, especially early on (Petherbridge). Some instructors have found that creating projects

where members occasionally shift groups also prevents these conflicts (Kelly 19). The idea that

an occasional stranger may enter your group seems to keep participants on their best behavior.

However, it should be noted with consideration that all accessibility factors be communicated

sensitively and upfront so they are not mistaken for neglectful participation.
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The final element of effective facilitation is paying attention to feedback. This

information is critical when determining whether to adjust, abandon, or confirm the use of

specific teamwork projects (Kelly 7). Because of possible frustration, feedback must be

considered carefully. Prompting for positive responses can help channel the feedback in a

positive direction. Also, have the students offer suggestions for assignment improvement with

the thought of how future students could benefit from this necessary experience. Another

approach to constructive feedback is to couch the feedback in terms of student evaluation. For

example, ask a student to grade themselves on a certain portion of an assignment. After the

student evaluates his/her performance, ask what could have been provided to make the task more

manageable. Framing the feedback in terms of what could have helped the student may prevent a

complaining session and offer the instruction some realistic advice for improvement.

The keys to successful facilitation start with enthusiasm and supportive and clear

expectations. Proper scaffolding should build necessary skills in preceding assignments.

Thoughtful grouping, consistent communication, and mediation when necessary will help the

process flow smoothly. Finally, instructors should reflect and evaluate assignments, making

adjustments to improve their effectiveness. Overall, these specific considerations with the

facilitation of online writing assignments will curb many of the frustrations and build a more

productive experience for students.

Assessing Online Collaborative Projects

Assessment of online collaborative projects is essential to student engagement and

success. As Karen Swan, Jia Shen, and Starr Roxanne Hiltz state, Students are most motivated

when each and every part of their effort is recognized (56). However, assessment of online
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collaborations presents challenges and opportunities that both mimic traditional face-to-face

collaborations and are unique to the online environment.

Requiring students to collaborate on a common task can result in the achievement of

several goals, including the ability to work in teams, negotiate, manage tasks, make group

decisions, and establish mutual trust (Macdonald 378). How these goals will be assessed should

be communicated early and often through reinforcement of the course learning objectives.

Detailed assessment rubrics should outline vital collaborative processes. This includes

establishing goals for online discussions, identifying characteristics of messages that support

those goals, and rewarding collaboration that focuses on effective discussion responses (Swan,

Shen, and Hiltz 4851).

Perhaps the most essential part of assessing online collaborations is instructor feedback.

Alvarez et al. assert that the most effective feedback is formative in nature, allowing the student

the opportunity to reflect on his or her learning experience. However, for formative feedback to

be effective in the online collaborative environment, two conditions must apply: Corrective

feedback must verify what is right and wrong, and elaborative feedback must suggest ways to

progress and improve (388389). In their study analyzing teacher feedback in collaborative

writing assignments, Alvarez and her fellow authors did not see quality improvement from

students who received only corrective feedback. However, they did observe a proactive response

from those who received both corrective and elaborative feedback (398).

One of the most challenging and contested issues related to collaborative work is that of

individual versus group assessment. As Swan et al. state, collaboration is a complex activity

which involves both individual and group effort. To encourage collaboration, both aspects must
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be assessed (47). With the advent of online collaborations, the manner in which individual and

group work are assessed has evolved dramatically.

Online collaborations provide tangible proof of each persons contribution in ways that

face-to-face collaborations cannot. This evidence can be obtained via transcripts of video, audio

or text conferences (Macdonald 378379) and review of the teams task schedule, meeting

minutes, and shared project documents demonstrating each persons contribution to the overall

project (Wolfe).

Joanna Wolfe makes the case for grading a groups final product and then assigning each

individual group member a proportion of that grade from 1-110% based on their personal

contribution. Swan et al. also address this issue by stressing the importance of assessing both the

process and product of collaboration. To this end, they recommend a portfolio assessment in

which students must provide evidence of their individual contribution and evidence of their

learning (53).

In terms of students assessing their fellow classmates, research supports its value.

Macdonald states that peer review is implicit to collaborative work (388), while Tim S.

Roberts and Joanne M. McInnerney add that students who learn in groups are generally very

aware of their own, and others, relative contributions to the group (265).

In terms of how peer review should be accomplished, opinions vary. There is, however,

general agreement that students should not be made to feel they are tattling on or punishing

their fellow classmates for underperformance in a group. Along that line, Wolfe asserts that

students are often reluctant to give their fellow students extremely low or extremely high marks

for group work and therefore should not be asked to assess their classmates directly. She

recommends an open-ended questionnaire asking students to respond to descriptive questions

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and questions about advice they might give to their teammates (Wolfe), while Roberts and

McInnerney propose an anonymous rating system for fellow group members (265).

Accessibility in Online Collaborative Projects

An instructor also needs to take into account the range of student ability, familiarity with

technology, and other differences when designing a collaborative online project. According to

OWI Principle 1 of the Principles and Example Effective Practices for Online Writing

Instruction, online writing instruction should be inclusive and accessible. The Rationale for

OWI Principle 1 emphasizes that the needs of learners with physical disabilities, learning

disabilities, multilingual backgrounds, and learning challenges related to the . . . digital divide

(emphasis in text) must be addressed in an OWI environment. .As a result, OWI Principle 1 is

the overarching principle through which all aspects of a course, including online collaborative

projects, should be evaluated.

In Preparing Students for OWI, Melancon and Harris recommend creating a course that

adheres to accessibility guidelines (431) and connect course design and navigation to

accessibility (424). The authors also refer to Oswalt and Melancons strategies for creating

accessible online courses and belief that effective accessibility requires a fundamental shift in

ideology; it requires starting with accessibility as a parallel to learning outcomes (424).

Implementing the twelve Example Effective Practices of OWI Principle 1 at the onset of

course design will help ensure inclusivity and accessibility at all levels of the course.

Conclusion
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Online collaborative assignments build skills beyond content absorption. These

assignments are relevant, introducing students to social and technology skills necessary in

modern work environments. In addition to workplace relevancy, the experience pushes students

to learn in new ways and acquire skills they may not have alone. The communication and

invitation of perspective helps students problem solve effectively when accomplishing tasks.

Instructors may be hesitant to incorporate group work because these assignments do produce a

lot of frustration. However, avoiding the experience denies students rich learning experiences

pushing them in ways that individual assignments cannot. When incorporating this work,

instructors need to be mindful to implement specifics with development, facilitation, and

assessment in mind. Successful online collaborative assignments are rich with detail, but with

mindful application students will be better prepared to be better problem solvers.