Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing projects, which often require a heavy investment of time and energy to manage. As educators and scholars, we must learn from the experiences we had during the pandemic time. For example, amidst the trials and turbulence of the period, we had an opportunity to learn from some of the practices we undertook and identify ways to support post-pandemic team-writing online. This article focuses on the integration of online collaborative writing projects, among which are team-written assignments. Using an archival case study approach combined with reflective writing, several current intersections are explored: the landscape of Online Writing Instruction (OWI): the application of four specific themes to collaborative writing projects; how digital meeting platforms have transformed collaborative writing projects; assessing collaborative writing projects completed during mandated isolation; and how best to support student learning in all of the preceding intersections. Results suggest that agile practices, transparency, adaptability, and virtual makerspaces support online team-writing assignments.