Achieving collaboration in e-learning

Synchronous (video meetings, virtual classrooms) versus asynchronous (forums, shared documents) collaboration methods 

Synchronous methods allow for temporal concurrency, rapid exchange, collaborative modeling and decision-making. These are typically sessions using videoconferencing tools with split screens, presentations, polls, breakout rooms and digital whiteboards. Good preparation is key: a clear goal, a timeline and pre-shared materials, as well as moderation rules such as raising hands, chatting for questions and recording with consent.

Asynchronous methods allow time for reflection, allow students with different schedules to participate and create a kind of permanent knowledge base. Forums and commented documents are suitable for structured argumentation, while shared task boards and repositories help organise the workflow. Clear expectations are important for an asynchronous environment: a cadence of postings, such as two fact-based posts per week, quality standards such as citing sources and summarising before a new contribution, and moderation that encourages connection and quality of discussions.

Activities are often designed by combining both approaches. Asynchronous work is used for preparation, for example data collection and individual analysis, synchronous teaching is used for integration, for example discussion, decision-making and planning, and then asynchronously follows production and documentation. When choosing digital tools, consider data protection (especially GDPR), accessibility and digital literacy of participants, and support for learning traces such as logs and versioning. Finally, avoid cognitive overload: it is better to have a few clear channels with an agreed purpose than a multitude of scattered platforms that may also require opening new user accounts for each of them.

Examples

Flipped classroom and synchronous consolidation

Students first watch short video lectures asynchronously and solve a quiz with feedback. Then, in the synchronous online class, case studies are done in the so-called breakout rooms of the videoconferencing tool, and the final part serves to consolidate conclusions and define tasks. In preparation, students are asked to provide a mini-summary and one question for discussion, which increases the quality of participation. During the synchronous class, the assistant monitors the chat and notes on the digital whiteboard of the videoconferencing tool, while each group submits a screenshot with the solution and a short explanation. After the class, students asynchronously enter conclusions into a shared wiki activity in the Moodle LMS and link them to references, and the mentor adds comments and questions for deeper reflection. This prevents decisions from being lost and ensures continuity of work in the following week.

Asynchronous wiki documentation

The group edits a shared wiki activity in the Moodle LMS with rules, decisions, forms and so-called post mortem analyses. Each week, one member is an editor who edits the structure and ensures that forum discussions are translated into up-to-date wiki pages. Templates for typical pages are introduced, such as decision minutes, good practice guides and frequently asked questions. Editing rules include short paragraphs, internal links and sources. Once a month, outdated pages are reviewed and archive tags are added. The wiki activity also serves as a source / teaching material for exams and final projects, so students have a motivation to edit it accurately and clearly, which builds the institutional memory of the e-course in the long term.