Working With Difference in Online Collaborative Groups

This qualitative cross-case study explored the experiences that learners describe within online collaborative groups. The study context was a fully online graduate course on adult learning. The findings suggest that the small online groups demonstrated dynamics and process that are characteristic of individual growth and development and group individuation, which mirror the experiences of face-to-face groups. The results of these two developmental processes led to unsafe learning spaces and opportunities for group members to rework their sense of identity as learners and group members. Implications are presented for the use of these kinds of groups in online educational settings.