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This Occasional Paper explains how faculty at the University of Michigan use online collaboration tools (OCTs) across disciplines to strengthen student engagement and improve course management. Drawing on case studies and faculty interviews, it outlines why collaboration matters, why online tools help, and practical recommendations for implementing OCTs effectively, including opportunities for interaction, active learning, feedback, and archived learning artifacts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-in-the-cloud-leveraging-online-collaboration-to-enhance-student-engagement/582382/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-in-the-cloud-leveraging-online-collaboration-to-enhance-student-engagement/582382.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about teaching with new technologies?","Question",{"text":112,"@type":113},"It addresses the difficulty instructors face in keeping up with instructional technologies and integrating them effectively into teaching and course management.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper argue that student collaboration matters?",{"text":117,"@type":113},"It cites research showing students gain more learning outcomes and exhibit higher motivation and persistence when collaborating than when working independently.",{"name":119,"@type":110,"acceptedAnswer":120},"How do online collaboration tools support teaching and learning in the described cases?",{"text":121,"@type":113},"They enable interactions before, during, and after face-to-face classes, support active learning and low-stakes practice, provide formative feedback, and archive learning artifacts for later review.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582382,1792160744,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","TEACHING IN THE CLOUD: LEVERAGING ONLINE COLLABORATION TOOLS TO ENHANCE STUDENT ENGAGEMENT  \nChad Hershock  \nMika LaVaque-Manty  \nThe rapid proliferation of technology can have profound effects on the evolution of teaching, learning, scholarship, and governance in higher education (Katz, 2008) . However, instructors report that simply“keeping up” with new instructional technologies, let alone integrating them productively into one’s teaching, can be a significant challenge (Sorcinelli, Austin, Eddy, & Beach, 2006; Zhu, Kaplan, & Dershimer, 2011) . This Occasional Paper describes how instructors at the University of Michigan are currently using online collaboration tools (hereafter OCTs) in a variety of disciplines and teaching contexts to enhance student engagement and course management. Based on these cases and faculty interviews, we also outline recommendations for implementing OCTs effectively and efficiently in teaching.  \nWhy Student Collaboration? Why Online?  \nIn a meta-analysis of over 150 studies representing diverse disciplinesand class sizes, Johnson, Johnson, and Smith (1998) found that students demonstrated significantly greater learning gains, in terms of recall of basic knowledge and critical thinking, when collaborating than when working independently. Students also reported greater motivation and persistence regarding problem-solving tasks when working collaboratively. More recent studies of large lecture-based courses have found that peer instruction, an active learning strategy in which pairs or small groups of students practice applying concepts or solving problems, leads to higher mastery of course content (Deslauriers, Schelew, & Wieman, 2011; Smith et al., 2009; Crouch & Mazur, 2001) . Although research clearly suggests the virtues of collaborative learning, it is worth noting that these impacts depend upon how instructors implement and manage collaborative activities. Key considerations include, but are not limited to, task design, group formation, team management, and the establishment of both individual and group accountability (Finelli, Bergom, & Mesa, 2011; Michaelson, Fink, & Knight, 1997; Oakley, Felder, Brent, & Elhajj, 2004) .  \nChad Hershock is an Assistant Director at the Center for Research on Learning and Teaching. He has a Ph.D. in Biology. Mika LaVaque-Manty is an Arthur F. Thurnau Professor and Associate Professor of Political Science and Philosophy. He is also the 2012 CRLT Faculty Associate for Online Collaboration.  \nCRLT Occasional  \nPapers  \nNo. 31  \nCenter for Research on Learning and Teaching  \nThe appropriate use of instructional technology can also significantly enhance student collaboration and learning (Zhu & Kaplan, 2011) . For example, OCTs create opportunities for student-student or instructor-student interactions before, during, and after face-to-face class meetings that would be impossible or logistically difficult to achieve otherwise. As a result, instructors can facilitate greater student engagement with course content, as well as more frequent implementation of active learning, low stakes student practice, and formative feedback on student learning—all of which align with research findings on ways to promote student learning (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Brandsford, Brown,& Cocking, 2000) . Furthermore, OCTs often record and archive the artifacts of learning activities, so that students may revisit and study the core aspects of activities or discussions that may otherwise be ephemeral. Additionally, although many students increasingly use technology such as social networking applications and mobile devices in their daily lives (EDUCAUSE, 2011), they may not be sufficiently skilled in the use of OCTs required by future employers. Consequently, instructors who leverage OCTs to achieve course goals may simultaneously prepare students for a workforce that increasingly depends on OCTs for productivity and collaboration.  \nHow Do U-M Instructors Use On","cbCaidSp2bpX7v18","https://ap.wps.com/l/cbCaidSp2bpX7v18","pdf",677017,12,"English","# Why Student Collaboration? Why Online?\n## Collaborative learning impacts and implementation factors\n# How Do U-M Instructors Use Online Collaboration Tools to Enhance Teaching?\n## Google as a primary OCT provider and the faculty learning community\n## Facilitating collaborative authorship, editing, or peer review","[{\"question\":\"What problem does the paper address about teaching with new technologies?\",\"answer\":\"It addresses the difficulty instructors face in keeping up with instructional technologies and integrating them effectively into teaching and course management.\"},{\"question\":\"Why does the paper argue that student collaboration matters?\",\"answer\":\"It cites research showing students gain more learning outcomes and exhibit higher motivation and persistence when collaborating than when working independently.\"},{\"question\":\"How do online collaboration tools support teaching and learning in the described cases?\",\"answer\":\"They enable interactions before, during, and after face-to-face classes, support active learning and low-stakes practice, provide formative feedback, and archive learning artifacts for later review.\"}]","TEACHING IN THE CLOUD: LEVERAGING ONLINE COLLABORATION TO ENHANCE STUDENT ENGAGEMENT | PDF",1792043173]