Abstract
In this paper, we share our experiences in designing, offering and evaluating undergraduate assignments that used information technologies to help undergraduate students from different universities collaborate on resource and environmental management problems in Canada. We focus on conditions of collaborative learning and peer review, especially how our uses of information technology reduced or increased the challenges of creating the conditions necessary for collaboration. In particular, we consider our successes and setbacks regarding five challenges: (1) composing effective groups, (2) providing sufficient time, (3) encouraging individual accountability, (4) enhancing regional perspectives, and (5) incorporating peer review and reducing competitiveness.
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