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labs with data projectors provide the best support for this, as students can followthe teacher-demonstrated tasks on-screen and immediately attempt the tasks ontheir own computers.The face-to-face induction sessions provided insight into the kinds of difficultiesstudents might experience while working on the project tasks during the onlinephase. For example, students can find it challenging to deal with the overwhelmingvolume of information that is returned when conducting web searches, and aninduction period provides opportunities to discuss effective search strategies beforestudents tackle web searches on their own. In this project, I initially provided linksto several different web page evaluation templates and asked students to choosethe resource that they preferred. However, most students found the choice difficult,and wanted a recommendation instead. In my second experience with the project,I provided more guidance and structure here, making students aware of the differentguides available, but recommending the UC Berkley site in particular, based onpositive student feedback.Another motivator for students was probably my effort to make clear links betweenthe blended activities and learning aims, and the students’ perceived relevance ofthose aims. An informal discussion at the start of the project revealed, as expected,that all students in the class regularly searched the internet for information tosupport their study. However, relatively few students reported that they normallyquestioned the credibility of the information on the internet. Some were quitesurprised to be ‘tricked’ by the unreliable sites in the preparation tasks, and Ibelieve this experience generated interest and motivation to learn.The online user interface for collaboration was not complex, and user issues wereminimal. There were no connectivity issues, or technical difficulties with Moodle.Some groups turned to additional technologies to facilitate collaboration, andreported using Skype, MSN, and web-based document storage in their work.Students cited collaborative challenges, including the sharing of workloads andgroup dynamics, but no students attributed these difficulties to the online modeof work. There were also no concerns about the time required to complete theproject, even with the study load of three other Advanced level EAP courses.The online phase of the project allowed group members flexibility in time andplace of their work. Most importantly, the forums appeared to facilitate learning inimportant ways, although they were used mainly to display and share student workrather than as interactive discussion boards. The Moodle forums provided publicevidence of the project work and teacher feedback, documenting individual andgroup learning as the projects developed. In turn, students had opportunities tolearn from the work of their classmates. Several students commented that seeingthe work of other groups on the forums motivated them to work harder to improvetheir own work. For example, one student wrote:…I think model [sic] was good. We can see other groups’ work. It motivated us towork harder than them. Furthermore, you can check everyone’s work at the sametime which was very convenient.32 | A collaborative online reading and research project