1. Factors that contributed to the level of success the team achieved (250-300 words).
During the process of coming up with an online information resource me and my team was
successful and the extent of our success can be rated at 8/10 depending on our own analysis of the
work done. From several studies, collaboration between the student and teachers and teacher
librarian is the key aspect that influences the success of the student. The studies that have focused
on teacher-librarianship have come up with systematic guidelines to effective collaborations.
These guidelines are influenced by success factors that can be classified in six areas that they
originate and these include those factors that are related to the environment; student membership
characteristics; process and structure; communication; purpose and resources (Swat et al.,2006).
Our success is also attributed to the factors stated above, and these success factors are explained
below in terms of how they influenced the success of our team.
Environment related factors: this comprised of the school's community history of
collaboration; the positive perceptions of a collaborative group within the school community and
favorable schools political and social atmosphere. This means that at the school there is a long
history of collaborations and cooperation's and each learner is compelled by this history to act as
appropriate and this is backed up by positive perceptions of the community as well as s the
favorable environment.
Membership characteristics related factors: the characteristics of the group members that
we worked with were very influential in the success of this collaboration. These members
demonstrated mutual respect, understanding, and respect for each other as well as being
appropriate cross-section members. Collaboration was also in their self-interest, and each one of
us had the ability to compromise in situations that needed member's compromise.

2. Process and structure related factors: in the process members shared a role in the process
and result, were flexible, participated; worked with favorable pace, and this was guided by our
working policy guidelines. In addition to these factors are factors related to communication and
this was characterized by open and frequent communication and established formal and informal
links of communication.
Role(s) taken within the group and personal contribution to the level of success the group
achieved with some specific examples (250-300 words).
Our collaborative group's membership roles were decided within the group level, and our
instructor had no decisional input on what roles were played by any one of us in the group. Our
roles were also based on familiarity with the group work, our member's maturity and the time
available for any designated member to deliver the role assigned by the members. In the group, I
played the role of the group facilitator in coming up with online information source for our chosen
topic, which was football.
As the groups facilitator, I was responsible for giving responsibilities to other group
members to ensure that the work represented input from all the members of the group. I also helped
the grouping providing leadership and direction as well as leading discussions that contributed to
the topic. Also with vast knowledge about the topic that we handled, I suggested solutions when
the group faced challenges related to getting information about the topic. My role also involved
ensuring that every member's voice and input is heard and incorporated in the collaborative group
work. I also helped ensure the group work was running harmoniously and that no member of the
group felt underrated or that the group members feel valued. Moreover, I helped clarify points and

3. suggestions that added more weight to the group task that was being undertaken as well as focusing
work around the learning task.
My role in the group specifically contributed to the success of the group because I gave
each member of the group the liberty to choose what role they would play and felt comfortable.
This was based on my regard of the group members as mature and familiar with the work they
were doing.
My experiences on my role and the success of the group (250-300 words).
Having been the group leader as well as the facilitator, a number of experiences were
acquired from the roles played which include group leadership having directed and lead the group
members to achieve success in the collaborative work. I also acquired interpersonal and
intrapersonal skills having interacted with each of the group members and learned the different
interactions each of them demonstrated. I also got decision-making experiences having made
crucial decisions that offered leadership and directions to the group members as well as giving
solutions to challenges that were experienced. I also acquired an online experience having directed
and taken part in an online information activity.
My role of the group facilitator has been instrumental in establishing leadership, the way
forward for the team and navigation that helped the team achieved its objectives. Moreover, my
management of the group tasks and roles helped maximize the input of all the group members. I
also helped in building a process of the group that was efficient and result oriented while keeping
record of team members ideas and decisions. Additionally, my role offered assistance and
information feedback to members to evaluate the progress. My role also maintained an atmosphere
that enabled members to work effectively and efficiently with collaboration.

4. The roles above were instrumental in the success of our team and as a skilled facilitator I
engaged the team members in their work and provided an atmosphere that was abundant in open
exchange of views and ideas maximizing the productivity in the process. For this reason, the
benefits of a skilled facilitator cannot be underrated in any collaborative group set up.
Strategies for enhancing the effectiveness of groups in the future (approx. 250-300 words)
Course instructors or group facilitators should incorporate number of strategies to enhance
in the future the productivity and quality of collaborative groups. Some of these strategies are as
outlined below:
The learner's readiness for group work should be enhanced to create a framework to come
up with skills. The framework plays a role of getting the learners ready for small projects the group
may undertake and this can be achieved via planning activities within the course that improved
previously learned or acquired skills and scheduling one small activity later in the course when the
learners have gained confidence (Jane et al.,2009). The Instructors or group leaders also need to
establish a healthy balance between clarity and flexibility of tasks. This can be done by giving
guidelines to the learners for members to play a role in conducting the group project. Additionally,
instructors need to instill in the learners the sense of collaboration and community (Chapman et.al,
2005).This can be done through ensuring a free flow of information, honesty, honesty and
openness, dialogue, passion and public relations within the learners.
They should also monitor group activities regularly and closely by being available for
feedback, intervene when need arises, keep discussions and dialogue moving and maintaining
group focus. The need also to make the focus of the group to be relevant to the student to ensure
the motivation of the student participating in the collaborative group work. In choosing the tasks

5. to be undertaken by the group, the instructors need to choose the tasks that are best performed by
a group to ensure the flexibility of the study. Time is a factor of every group activity, and
instructors need to give the learners enough time to participate in the collaborative task. Time is
needed by the learners to schedule activities, planning, organizing, discussing and sharing of ideas
that are important to learning.

6. References
Jane E. Brindley, Christine Walti Lisa & M. Blaschke (2009) Creating Effective Collaborative
Learning Groups in an Online Environment University of Oldenburg, Germany; University of
Maryland University College, USA
Chapman, C., Ramondt, L., & Smiley, G. (2005). Strong community, deep learning: Exploring
the link. Innovations in Education and Teaching International, 47(3), 217-230.
Smith, L. (2003). Assessing student needs in an online graduate program. In U. Bernath & E.
Rubin (Eds.), Reflections on teaching and learning in an online master program - A case
study (pp. 255- 265). Oldenburg: Bibliotheks- und Informationssystem der Universität
Oldenburg.