The 'political push' and technological 'pull' currently prevalent in many higher education institutions is encouraging educationalists to increasingly experiment with tools that promote collaborative work, which, in turn, is perceived to help in the development of more autonomous, responsible learners. This study will focus on the advantages and problems of using Information Communication Technologies to support a blended learning approach to the teaching of a multi-institutional Professional Issues/Computer Ethics course. First, it will examine how the collaboration was facilitated by the use of a commercially available collaborative learning management tool, Blackboard. It will detail how Blackboard was used in two fieldwork studies (years one and two of this collaboration) to enhance the teaching of professional issues in computing/computer ethics at the University of Limerick in Ireland, at De Montfort University in England and at a Sacred Heart University in the United States of America. Next, it will examine how, in the second year, the Belbin (1981) Self-Perception Inventory was used to help in the establishment of virtual teams by getting students to consider individual differences in determining group roles. Finally, the results in terms of outcomes and student/staff will be given.