This paper reports on selected findings fr om a study conducted on collaborative-learning in undergraduate and post-graduate management educ ation. Course redesign called for the inclusion of synchronous and asynchronous learning tasks in th e course syllabus. The findings reported here are for the first, second, third and fourth iterations of the course carried out over a two-year period as part of a larger action research project curren tly underway on the use on Web 2.0 in pedagogical innovation. Student collaboration the first instance was limited, with subsequent iterations showing increased success. This paper examines the elements which have most impacted this change and seem to have allowed the use of collaborative tasks to lead to the development of a real collaborative learning community.