Group Work

Group work provides an opportunity for students to interact with each other. Types of group projects/assignments could include:

  • Reading groups: Students read the weekly reading assignment then get together to discuss it. The instructor may provide reading prompts.
  • Note-taking: Students share a Google doc to take notes during and/or outside of class time.
  • Discussion groups: Student groups use Canvas to post on a group discussion board.
  • Digital project creation:
    • Audio/video presentation
    • Slide presentation
    • Paper
    • Case study analysis

Group projects can build real collaboration skills, but they don't run smoothly on their own. A few structural choices up front go a long way toward preventing common problems like uneven participation and scheduling conflicts.

Considerations and Tips

Optimal group structures will vary depending on the class, students, and learning goals. Some research on the topic has suggested the following ideas, which may prove useful to your teaching situation.

Form Teams Thoughtfully

  • Consider assigning groups yourself instead of letting students self-select — self-selected groups often report worse experiences.
  • Teams of 3–4 members tend to be most productive. Pairs can lack variety of ideas; groups over 5 often end up with a passive member.
  • Factor in students' schedules, especially in commuter-heavy courses.
  • Assign roles (coordinator, recorder, checker) and rotate them across assignments.

Set Clear Expectations Early

  • Have teams draft a brief agreement covering attendance, preparation, and how they'll handle disagreements.
  • Design projects around authentic, real-world problems — students engage more when the work mirrors real-world
  • Let students know how and when to reach you for help.

Support Good Team Process

  • Ask students to think through problems individually before group discussionto help prevent situations where only one or two students dominate the group thinking.
  • Help students decide which tasks need true collaboration (ongoing negotiation) or cooperation (split tasks and combine). Identifying opportunities for asynchronous Cooperation can ease scheduling pressure.
  • Match communication tools to purpose. Help students form instant messaging chat groups in Zoom or on Teams for quick coordination. Discussion forums or email threads may prove useful for a lasting record.

Address Uneven Contribution

  • Encourage students to avoid having one or two students quietly absorb a non-contributor's share of the work. Let the gaps show, and have them document contributions.
  • Use peer evaluations focused on teamwork and reliability, and factor them into grades.
  • Try a "three before me" rule: students consult three other sources before bringing a question to you.

Build in Reflection

  • Have teams check in periodically to catch problems early.
  • Close projects with a debrief on what worked and what didn't.
  • Consider having teams share final work with the class.

Some tips from Dr. Kristy Bloxham for successful group work:

  • Split students into groups of 4-6.
  • Assign a leader and ask that student if he or she is willing to lead. Someone needs to be "in charge" of making sure group meetings are arranged, if required.
  • Let students know you are willing to adjust the groups if needed. Scheduling or personality conflicts might necessitate change. It's best to allow some flexibility.
  • Let groups choose the time, location, and how group meetings will take place.
  • Include some form of individual accountability. This might be in the form of a self-reflection assignment that students would submit with details about their contribution to their group.

References

Bloxham, K. (2020, May). Using group projects to drive learning. Breakout session presented at the Utah State University eLearnX Conference.

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9–34.
https://barbaraoakley.com/wp-content/uploads/2022/04/How_to_Manage_Yourself_in_a_Collaborative_Team....

Donelan, H., & Kear, K. (2023). Online group projects in higher education: persistent challenges and implications for practice. Journal of Computing in Higher Education, 1 - 34. https://doi.org/10.1007/s12528-023-09360-7

Additional Resources

The Manager's Role Across the Stages of Team Development

Using the Stages of Team Development