ANSWER:

Online Synchronous Collaboration: 20 Best Practices and Tips

1. Java, Java, Java!  All participants must have Java installed on their computers, and their Web browsers must be configured to allow java applets to run. Otherwise, they will not be able to use either the chat or whiteboard.  This is by far the biggest technical hurdle to overcome to ensure a smooth collaborative session.  Please refer to the articles in this folder for details on how to find out if the compatible version of Java is properly installed, and if not, how to get it. 
    
2. Anytime you plan to use a tool in a course, create an activity that allows students to try out that tool before having to use it “live.” This gives them time to identify and resolve problems before the required activity. With chat, you may even consider having an informal session ahead of the “official” use. Many tools like chat can be lots of fun; so you want to get the “gee whiz!” issue out of the way before you want to engage in serious work. Provide outlets for the fun use of technology that don’t interfere with your classroom activities.
    
3. Have a clear agenda and/or list of topics for each collaborative session and send or post that agenda in advance. It’s much easier to keep a collaborative session on-topic when everyone knows the topic.
    
4. Explain the “ground rules.”  If you plan to record sessions, be sure to tell students up front that all information in your sessions is being logged and, if appropriate, that the logs will be made available to the rest of the class. Notification is not only common courtesy, in some places, it is required by law.
    
5. Remind students that the same rules that govern in-class discussions should also govern virtual discussion, e.g. it's OK to disagree, but not to be disagreeable, etc.
    
6. If you are bringing in guests, arrange a collaborative session with that guest ahead of time so that the guest can practice using the tools and get a feel for how online collaboration works. If a guest is going to be “speaking;” you might try to have the guest sit in on prior sessions to see what the tools are like and practice in a live setting.
    
7. When bringing in guest speakers, you might consider having students prepare questions in advance. These can be delivered to the guest ahead of time so he or she can prepare responses. Be sure to provide participants time to read and “digest” pre-programmed comments.
    
8. Compose prepared topics, questions, comments, etc. in advance using a word processor; then cut and paste them into the whiteboard or chat area when needed. This will help limit long delays while you type. You should also suggest that your students prepare their own questions and comments ahead of time as well. Prepared comments can also be spell-checked.
    
9. When typing comments, break your remarks up into small chunks to prevent long periods of inactivity that leave people wondering if things are still working. End incomplete thoughts with some sort of signal such as ellipses (…) or dashes (--) to indicate to your users that you are not done and that more information is coming.
    
10. Consider asking your participants to “close” their comments using some convention such as <d> to indicate that they are done. This clarifies for all participants when they can jump in and when they should wait. This is analogous to the word “over” in radio communications.
     
11. Recognize the limitations of chat: it is text and takes time to type. Advance preparation will make a chat session go much more smoothly.
     
12. Don’t be afraid to impose wait time in a chat session: “I want thoughtful responses; so I want you all to think about this for five minutes, after which I will call on some of you for your comments.”
     
13. Make your chat sessions interactive on a content level rather than a comment level (“I agree,” “okay”) by preparing questions to be thrown out to the group: “What would you say are the characteristics of conflict of interest?” Also, don’t be afraid to ask questions of individuals: “Jane, what do you think about the conflict of interest statute?”
     
14. Maintaining a list of your students’ names and making checks every time they comment will allow you to monitor participation and call on those who are not joining in. Maintaining the checklist can be a task assigned to the assistant (see #16 below).
     
15. Consider breaking your class up across multiple chat rooms for online debates or group work and have then reconvene to the common room after a reasonable amount of time for them to discuss the work you’ve given them. For example: “Adrienne, Bill, and Cheris, I want you to go to the room labeled ‘Agree’ and compile a list of arguments in support of this proposition. Dave, Eleanor, and Frances I want you to move to the ‘Oppose’ room and compile a list of arguments against the proposition. While they’re doing that, I’d like the rest of the class to move to the ‘Planning’ room and identify a list of issues that would need to be resolved in order to implement the proposition were it to pass. You will have 15 minutes for this assignment. It is now 8:35; so everyone will return to this room at 8:50 where I’ll ask each group to present their information.”
     
16. Consider designating an assistant for your sessions. The assistant is tasked to use *private* messages to welcome those late arriving and update them with necessary information to understand the current discussion. By using private messages, the newcomer can be brought “up to speed” without interrupting the rest of the class.
     
17. Make effective use of the log files. Letting your students know that the log files will be available removes the burden of needing to take notes, allowing for more attentiveness and active participation. Log files also allow for review, especially by students unable to attend the session. TIP: Log files can be released automatically, or they can be withheld, reviewed by the instructor, edited, and posted under controlled circumstances; whichever seems most appropriate.
     
18. Be aware that many of your students have much more experience using chat rooms than you do.  Many of those students will bring to a chat session popular conventions of chat that may be considered inappropriate. For example, one of the common practices of chat is the use of shortened versions of words and abbreviations to increase the speed to typing [c.f. http://www.webenet.com/internetglossary.htm for some examples]. Think about the purpose of your chat session and consider whether or not to allow students to use short-hand mechanisms where they do not impede communication. Make it clear to students when you expect proper spelling, grammar, and punctuation.
     
19. Due to time lags for typing, as well as network delays, people often talk past each other during chat sessions, creating a risk of what may appear to be inappropriate responses. Here's a hypothetical example:

    [Ralph] What is do you think about the proposed UF budget?
    [Huey] What do you think about the issue of student drinking at UF?
    [Alice] I think it's great, and will solve most of our problems!

    A situation like this arises where Ralph phrases a question, and Alice is typing her answer, but before she can respond, Huey has typed another question and sends it before Mary sends her response. To get around this, it’s a good practice to suggest that students direct their comments to the person to whom they are responding:

    [Ralph] What is do you think about the proposed UF budget?
    [Huey] What do you think about the issue of student drinking at UF?
    [Alice] Ralph, I think it's great and will solve most of our problems!

    
     
20. Be aware of online course system use patterns on your campus and the Internet in general; these can seriously impede synchronous communication. For example, 6-9 PM is a very high-demand period on the Internet in general; thus, users on dialup connections can expect to see delays in the sending and receiving of chat remarks. Sessions can also be affected by network problems between the end users’ ISPs and the campus network, particularly if the user is on dialup connection. Obviously, your campus computer network department can only influence problems that are actually on the campus network itself.

If you have any further questions, please contact us for support. Thank you.

- WebCampus Support