EDU922 was an interesting experience, allowing me to consider the usefulness of online collaborative learning. Overall, the activities in EDU922 appear to have been designed for the student to become familiar with the idea of ​​electronic activities by completing a set of tasks similar to those in Salmon's book/model, starting with level one “access and motivation” ( Salmon, 2003, p12) and working towards higher level learning, such as week seven, critical reflection on practice (step 5). I think this approach was quite successful, allowing participants to become more familiar with what they expect their own students to experience during collaborative online learning, as well as the model itself . My early articles suggested some suspicion of Salmon's apprenticeship model, for example. For example, my first post stated: “The specific point of this module would be that I am not always a fan of collaborative/group work, so I hope I am wrong” (Gardner, 2010a). My first suspicions were partly influenced by a conference. presentation in which I deliberately played devil's advocate by criticizing the conference theme of collaborative learning (Gardner, 2010b). I may still have had in mind the possibility of limiting the flexibility of online learning by forcing student progress to depend on collaboration when I posted: “The example… is interesting because the best solution… would surely [to] encourage ongoing communication and collaboration on a topic, not limited...to cohort groups” (Gardner, 2010c). I am also always skeptical of models and labels that group people or concepts, as complex as learning, into groups and/or stages because they tend to oversimplify the issues involved. For example, I would agree with...... middle of article...... Reflection: cognitive development in a social context. Oxford: Oxford University Press. Salmon, G. (2003). Etivities - The key to active online learning. London: Kogan Page. van Blankenstein, FM, Dolmans, DH, van der Vleuten, CP and Schmidt, HG (2009). What cognitive processes support learning during small group discussions? The role of providing explanations and listening to others. Educational Sciences, 1-16. Weller, M. (2002). Delivering learning on the Net: the why, what and how of online education. London: Kogan Page. Wenger, E. (June 2006). Communities of practice. Retrieved March 17, 2010 from Etienne Wenger: http://www.ewenger.com/theory/Willingham, DT (2005). Ask the cognitive scientist. Retrieved March 15, 2010, from the American Federation of Teachers: http://www.archive.aft.org/pubs-reports/american_educator/issues/summer2005/cogsci.htm