Technology facilitated teaching and learning can now influence the way both lecturers and students collaborate. The problem is that many of these interventions are conducted in a non-systematic ad-hoc way. There are concerns that merely adopting a traditional lecturing approach to a technology based environment provides little if any advantage to the education processes resulting in no manifest difference. During 2013 and 2014, an attempt was made to offer a virtual collaboration (VC) module blending a traditional face-to-face approach with a blended teaching approach by adding a synchronous virtual classroom environment. The VC module had previously been offered to Information System honours students in a traditional face-to-face environment only. An action research methodology was deemed the most appropriate and in the first year, a conservative, phased approach was adopted to mitigate risk to both students as well as the lecturer concerned. After attempting a traditional lecturing style within the virtual environment, it was quickly realized that a facilitative role is necessary to achieve the potential of a virtual classroom. During the first year, data was collected from students as well as a virtual participant. The lecturer maintained a detailed log of experiences as well. During the second year, major process changes reflected the lessons learned from year one. This also resulted in six (6) guidelines believed to be appropriate for conducting a post-graduate module within a blended synchronous learning environment. The most significant contribution, however, is believed to be in the realization of what a virtual classroom environment means to an extended learning community and the value of providing a collaborative learning environment and encouraging students to engage with external stakeholders. [For full proceedings, see ED571430.]