The research described in this article explored the efficacy of a novel teaching strategy to recreate classroom debates online. Using a structured approach and collaborative group work, the researchers developed an approach that students found very useful in six different dimensions: enhancement of active learning, critical thinking, interaction and engagement among students and between the instructor and students, the usefulness of Google Docs for student collaboration, Google Docs usefulness to enhance learning, and willingness to use Google Docs for future collaborative projects. The total subjects (n = 52) consisted of two groups of undergraduate and graduate students from health-related online courses. The first group contained 25 students who were admitted to 100% online academic programs. The second group consisted of 27 students who were admitted to on-campus academic programs with limited on-line course taking experiences. The research also explored possible differences in perceptions stemming from students' familiarity with online learning by comparing the perceptions of students enrolled in only online classes with those of students enrolled in primarily on-ground classes. No significant differences in any of the variables were found, indicating the efficacy of the approach for all students.