Amid rising student demands and economic imperatives to move classes online, there is often little time for theoretical consideration of the pedagogical choices instructors make as they develop and assess online courses. The structure of group activities, for example, often utilizes theories evolved in and for face-to-face contexts with scant opportunity for critical assessment of their applicability to online environments. While some studies (Faigley, 1992, Boese 1999, etc.) have examined online student discourse, too few have paid adequate attention to students' critiques. More situated assessments that emphasize student perspectives are needed. How well do pedagogical approaches developed for face-to-face environments facilitate online collaboration? Do online discussions allow for productive disagreement? Which students are most at risk of being silenced online? We hope that our own examination of two online courses explores possible answers to these questions, as we attempt to foreground student feedback and online interactions.