This effort would have to be supported by several assignments requiring students to find and share different types of information to develop a team product (jigsaw, project team). This would provide the instructor with an opportunity to review the team's work and provide appropriate comments regarding the collaborative aspects of task and encouraging appropriate collaborative activities. Firstly, Knowles 1984 research indicates our focus, to be most effective for the adult learner (whether online or in the traditional classroom), should be on instruction that is explicated, task oriented, applicable to the learners’ experience, and directed to permit personal discovery as the means of acquiring knowledge whenever possible -- presumably adding to the learner’s personal experiences. Secondly, Gagné, Briggs & Wager, 1992, note nine needs that must be met for adult learning (online or otherwise) to occur: (1) reception -- gain student attention; (2) expectancy -- define objective(s); (3) retrieval -- recall of prior learning; (4) selective perception -- stimulus to learn; (5) semantic encoding -- guide to learn; (6) responding -- elicit performance; (7) reinforcement -- provide feedback; (8) retrieval -- assess performance; (9) generalization -- enhance transfer and retention. One way we can help students learn to give and accept feedback without conflict arising is through the use of a team charter that includes an agreement on the way feedback will be given and received. Dealing with this issue early in the class is imperative I think to avoid the harmful effects of poorly given and taken feedback. The charter also lets the group know that feedback is coming and it is OK to get "negative" feedback. The important focal point of any "negative" feedback needs to be a positive response to it focused upon how it can make us better. Talking about this before it happens lays the foundation for success when it comes.