Abstract:

Collaboration is widely encouraged in the academic community for its ability to forge relationships, to co-construct new knowledge, and to identify effective practices to support student learning. Collaboration in distance programs is more complex in structure and process because administration, staff, and faculty are often not co-located. This paper will afford a multi-tiered examination of the challenges and opportunities for collaboration within distance programs, among faculty, and within the online classroom. According to Zeng, Taylor, Mason, & Tyler [25], the online learning environment in higher education also presents unique challenges to educators in supporting a variety of learner needs and considerations in relation to program structure and support. The authors will examine these challenges with suggestions for mediating them into positive outcomes that support the distance program, faculty’s career development, and the learner’s experience in the online classroom. Ethical and legal challenges to telecollaboration will also be explored

As evident within distance programs, the use of technology can further opportunities for collaboration. This paper will explore the construct of online group collaborations which involves individuals working together from different locations Redmond & Lock [19], as well as innovative communication and Internet tools/technology that enhance this process in what they call telecollaboration. In addition, distance programs with staff and faculty in various locations have a number of unique and novel outreach opportunities that might not exist within a traditional structure. Ayers, Beyea, Godfrey, Harper , Nelson & Batalden [2] confirmed that within complex systems, including distance programs, there are critical elements in collaboration: flexibility, reflection on roles, and goal renegotiation. These aspects will be discussed as they relate to supporting and working with faculty at a distance. Last, this paper will discuss social connections and creating an online community through collaborative adult learning opportunities. A model of metacognitive collaboration for further online training, professional development, and human resource building is also provided.

Keywords:

distance education, online collaboration, telecollaboration, online collaborative learning.