Collaborative note-taking was an indispensable toolwhen responding to these challenges. In thisapproach, students rotate note-taking responsibilitiesduring class meetings in a shared Google documentthat I create and manage.
This activity could also be done asynchronously, online
A fre-quent challenge instructors face is more vocal studentsdominating classroom discussions, which leaves littlespace for reserved students to assert their ideas(Hollander 2002; Soranno 2010).
I wonder how others have experienced this online. Do online discussions privilege certain students?
Also, dysfunctional group dynamicscan emerge if students use the collaborative documentand online communal spaces to sow discord
How do we establish norms and expectations to avoid this problem?