The Stages of Collaborative Learning Online

A 5 stage process for learners using computer mediated communication (CMC). Learners must move through each stage (however briefly).

1. Access and Motivation
   Being able to quickly and easily access the communication enabling technology requires information and technical support. Students must also have the motivation and encouragement to put in the necessary time and effort. This is the time to welcome participants and offer them support.
    
2. Online Socialisation
   Participants get used to being in the new online environment. During this time, students will build relationships and gain a sense of the accepted norms - an online community develops. Empathy and respect are essential at this stage - some students may find it difficult to make their first posting. It is essential to build this online culture if learning is to subsequently occur.
    
3. Information Exchange
   With the realisation of the vast amount of information online with immediate access, students are using keen to exchange newly found resource. The forum postings themselves can represent information overload and a time management issue for students.
    
4. Knowledge Construction
   Students begin to interact in a more exposed way - formulating and sharing their own ideas and understandings. As communication continues, students widen their own viewpoint and appreciate differing perspectives. Their grasp of concepts and theories may be enhanced through the debate. The teacher's task at this stage is to provide some synthesis to the discussion - 'weaving' is the term given to focusing the discussion, relating statements to concepts and theories from the topic or introducing new themes or alternative suggestions. Students might also take on this role - the teacher / student heirarchy is much flatter in online discussion forums.
    
5. Development or Independence
   Students become independent learners through online technologies and need little support. They are likely to challenge the system, inadequacies in the technology and comments by the teacher. They are confident with humour and the emotional aspects of communicating online and are often helpful to newcomers.

Reference

Salmon, G. (2000) E-Moderation: The key to teaching and learning online. London:Kogan-Page.