Collaboration in an online environment

Site:	Loomen za stručna usavršavanja
Course:	Digital Technologies for Communication, Collaboration and Professional Development
Book:	Collaboration in an online environment

Printed by:	Gost (anonimni korisnik)
Date:	Sunday, 22 February 2026, 6:23 PM

Description

This activity will present topics related to collaboration in an online environment that expand on previously covered topics and concepts related to communication in teaching and digital technologies and group work.

1. Introduction
2. Synchronous and asynchronous collaboration in group work
3. Accessibility and inclusion in group work
4. Videoconferencing tools
5. Conclusion

1. Introduction

Online collaboration in higher education has become an integral part of the modern learning and teaching process. Students and teachers are increasingly using digital platforms and tools such as e-learning systems, collaborative document editing tools, virtual classrooms and communication applications that enable the exchange of ideas, coordinated task solving and continuous interaction. Such tools not only facilitate the organization of work, but also encourage the development of key academic and professional competencies such as teamwork, critical thinking and effective communication.

2. Synchronous and asynchronous collaboration in group work

In a digital learning environment, collaboration among students takes many forms, and it is particularly important to distinguish between synchronous and asynchronous collaboration. Both approaches have specific advantages and challenges, and their combination can significantly enhance the group work experience.

Synchronous collaboration refers to activities that take place in real time. Students participate in discussions, share ideas, and make decisions together at the same time. This is most often done through video conferencing tools such as Zoom, Microsoft Teams, or BigBlueButton. The benefits of synchronous work include a sense of presence and community, rapid exchange of ideas, and the ability to immediately clarify ambiguities. At the same time, this way of working can be challenging when students have different schedules or are in different time zones.

Asynchronous collaboration, on the other hand, allows students to work and contribute to the project in their own time. Tools like the Moodle LMS forum, Google Workspace, Padlet or shared documents in OneDrive facilitate this way of working. The advantage of asynchronous collaboration is flexibility, students can thoughtfully develop their ideas, react to colleagues' comments and work out tasks in detail without time pressure. The main challenge lies in the need for clear deadlines and coordination to avoid delays and uneven contributions from team members.

The best results in group work are achieved by combining synchronous and asynchronous activities. For example, students can start a project with a synchronous meeting to define goals and divide tasks, and then continue collaborating asynchronously through the exchange of materials, comments, and co-editing of documents. Finally, a final real-time meeting can serve as a synthesis of results and reflection.

Such a combination allows for more efficient time management, encourages accountability from all members, and creates a balance between direct communication and thoughtful contribution.

3. Accessibility and inclusion in group work

In higher education, accessibility and inclusion are core values that ensure that all students, regardless of their individual needs and circumstances, have equal opportunities to participate and progress. In the context of teamwork, this means creating an environment in which every perspective is valued and all team members can actively contribute to a common goal.

Accessibility involves removing physical, technical, and communication barriers. In an online environment, this includes using tools that support captions and transcripts (e.g., Zoom, BigBlueButton, or Microsoft Teams), ensuring that materials are shared in formats that are accessible to screen readers, and providing flexible ways to participate, such as through written contributions or recorded audio messages. This makes it easier for students with various disabilities to participate, as well as those who face temporary barriers, such as poor internet connections.

Inclusion goes a step further because it involves not only access to resources, but also the active involvement of all team members in the collaboration process. This means ensuring a balance in the distribution of tasks, encouraging less vocal members to express their opinions, and developing a culture of mutual respect. In this sense, digital collaboration tools such as Padlet, Miro board, or forums in Moodle LMS also play an important role, as they allow for different ways of expression – visual, written, or oral.

Accessibility and inclusion in group work are not just a technical or formal requirement, but a way to make all students feel part of a community. This increases their motivation, develops a sense of belonging, and creates a space in which collaboration becomes a truly shared experience.

4. Videoconferencing tools

In modern higher education, videoconferencing tools have become a key support for distance learning and hybrid teaching models. Their role is multifaceted: they enable synchronous communication between teachers and students, encourage real-time interaction and collaboration, and reduce barriers created by physical distance. This not only ensures continuity of teaching but also provides greater flexibility in the organization of study programs.

One of the most widely used tools in academic environments is BigBlueButton, an open-source solution developed specifically for education. It integrates seamlessly with Moodle LMS and similar systems, making it easy for instructors to conduct virtual lectures, share presentations, and use interactive features such as whiteboards and polls. Zoom, although originally designed as a business tool, has been widely adopted in higher education due to its stable performance, recording capabilities, and support for small-group work through breakout rooms.

As an open-source solution, Jitsi Meet appeals to institutions seeking greater control over privacy and data security. It is also valued for its ease of use, as it does not require installation for basic functionality. Microsoft Teams, on the other hand, stands out for its integration within the broader Microsoft 365 ecosystem, making it well suited for projects that combine communication, document collaboration, and task management.

By combining these tools, higher education institutions can select solutions that best meet their pedagogical and organizational needs. From specialized teaching platforms to comprehensive collaboration environments, videoconferencing tools have become an indispensable component of the digital transformation of higher education. Their careful selection and effective implementation significantly contribute to teaching quality and enhance the overall student experience.

5. Conclusion

Digital collaboration tools have become a key infrastructure in higher education, but their value goes beyond technical functionality. Each tool shapes a specific type of interaction, from collaborative writing and team planning to real-time discussions, and thus influences the way students approach tasks and communicate within a group. Their pedagogical potential only comes to the fore when they are purposefully selected and embedded in a clear learning structure, where they support methodological goals and encourage active participation. In such conditions, digital tools contribute to building deeper understanding, developing collaborative competencies, and creating a stimulating environment in which students take a more active role in their own educational process.

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