case study on group work

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Keys to Facilitating Successful Student Group Work

by Amanda Reilly

Working in teams is an important part of being an effective learner and employee, yet students from high school through professional schools tend to groan when teachers assign a team project.  How can teachers foster positive attitudes before, during and after group experiences?

“It’s not about loving the group work; it’s about developing the skills,” said Dr. Maryellen Weimer, professor emerita at Penn State Berks and the keynote speaker at the 2015 spring seminar of Simmons College’s Center for Excellence in Teaching. Dr. Weimer, a renowned authority on effective college teaching, presented on successful methods for encouraging effective student group work. She said that although professors typically encourage their students to be “self-directed learners” (rather than “groupies,” who depend on others to learn), educators still must cultivate rewarding group experiences so that students can be productive in a variety of educational and professional scenarios.

Dr. Weimer detailed several ways in which teachers can facilitate student group work:

• Focus on the details. Early in their work together, group members must delineate expectations, clarify roles, understand each other’s work styles, and commit to how they will work together. When group members establish their own group norms, they lay a solid foundation for their work, such as a group member “bill of rights” – what the group has a right to expect from each member.
• Maintain an ideal size. What group size is most effective? Dr. Weimer argues that the ideal group is small enough for all members to share their opinions and large enough for diversity of views. A group with three members often does not possess enough diversity of thought and resources; in a group of six or seven members, some members may remain silent during discussions, and work may be divided inequitably. A group of five members is often ideal, eliminating the concerns associated with both smaller and larger groups.
• Thoughtfully construct the group. With diversity in mind, teachers should assemble groups according to a common interest. If you allow students to self-select, it is important to help them build diverse teams. Self-selection, however, can cause introverted students undue stress and social anxiety. Weimer has found that students who don’t know each other before they do group work often create the most outstanding work, whereas students who already know each other tend to socialize more and make less progress during group work, thereby not producing exceptional results.
• Don’t underestimate peer pressure. Students who don’t carry their own weight (e.g., “social loafers,” “freeloaders”) or who dominate and exclude (e.g., “alpha lone wolves”) have to acclimate to the group dynamic. Group conflict can be a valuable opportunity for personal growth. Dr. Weimer asks that groups share techniques for effective communication and team member accountability with the class, ensuring that each student brings something to the experience.
• Discuss and share best practices to help groups process problems. Facilitate group work by empowering groups to solve their own problems. This helps group members understand that they are responsible for their problems and that overcoming obstacles is part of the group work process. Collaboration is a valuable part of learning how to work effectively in groups, so it is essential for teachers to provide vehicles for students to communicate and share, such as online wikis or Google Docs. Urge groups to observe how other groups communicate, or assign groups the task of making study guides for other groups.
• Use peer formative feedback and provide summative feedback. Students are more accountable to each other when they understand that a portion of their grade is based on peer formative feedback. Formative assessment can help students identify not only their strengths but also opportunities for improvement. This type of process feedback can help groups with the parsing of duties, and assessment of their group needs. Also, remember that students place the most value on the teacher’s summative feedback, typically conveyed through a final evaluation of a group’s process and end product.

Group collaboration is an essential skill for students to learn before they enter the professional world, and the collaborative classroom is an ideal place in which students can develop this skill. With a foundation with which to build better groups, students not only learn teamwork accountability and commitment, but also enhance their ability to master course content.

Dr. Maryellen Weimer has a loyal following of educators from law, medicine, and business programs at colleges and universities across the country. More than 15,000 educators subscribe to her newsletter and read her weekly blog, The Teaching Professor Blog. If you are curious about how to incorporate learner-centered policies, practices, techniques, and approaches in your classroom, check out Dr. Weimer’s teaching resources and strategies at www.facultyfocus.com .

Amanda Reilly is the Program Associate for HLS Case Studies.

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Center for Teaching Innovation

Resource library, examples of collaborative learning or group work activities.

• Getting Started with Designing Group Work Assignments
• Getting Started with Evaluating Group Work
• Team-Based Learning Collaborative

Stump Your Partner

• Students take a minute to create a challenging question based on the lecture content up to that point.
• Students pose the question to the person sitting next to them.
• To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to create tests or exams. They can also be reviewed to gauge student understanding.

Think-Pair-Share/Write-Pair-Share

• The instructor poses a question that demands analysis, evaluation, or synthesis.
• Students take a few minutes to think through an appropriate response.
• Students turn to a partner (or small groups) and share their responses. Take this a step further by asking students to find someone who arrived at an answer different from their own and convince their partner to change their mind.
• Student responses are shared within larger teams or with the entire class during a follow-up discussion.
• Stop at a transition point in your lecture.
• Have students turn to a partner or work in small groups to compare notes and ask clarifying questions.
• After a few minutes, open the floor to a few questions.

Fishbowl Debate

• Ask students to sit in groups of three.
• Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice.
• Debrief by calling on a few groups to summarize their discussions.
• Create four to five case studies of similar difficulty.
• Have students work in groups of four or five to work through and analyze their case study.
• Provide 10-15 minutes (or adequate time) to work through the cases.
• Walk around and address any questions.
• Call on groups randomly and ask that students share their analysis. Continue until each case study has been addressed.

Team-Based Learning

• Start a course unit by giving students some tasks to complete, such as reading or lab assignments. Consider assigning these to be completed before class.
• Check students' comprehension of the material with a quick multiple-choice quiz. Have students submit their answers.
• Assign students to groups and have them review their answers with group members to reach consensus. Have each group submit one answered quiz.
• Record both the individual student assessment scores and the final group assessment score (both of which are used toward each student's course grade).
• Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal.
• Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world situation.
• Find more information on this strategy at   the Team-Based Learning Collaborative .

Group Problem-Solving

There are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they fundamentally involve:

• Presenting students with a problem.
• Providing some structure or guidance toward solving the problem. Note however, that they are all student-centered activities in which the instructor may have a very minimal role.
• Reaching a final outcome or solution.

Successful Collaborative Leadership in Action: Case Studies and Real-World Examples

Table of contents, benefits of collaborative leadership over traditional hierarchical approaches, key principles of collaborative leadership, company overview: google, strategies and successes, organization: mayo clinic, collaboration in action, organization: habitat for humanity, success story, overcoming challenges.

What makes collaborative leadership so vital in today’s business environment? This approach, which emphasizes teamwork, open communication, and shared objectives, makes organizations better equipped to harness the collective skills and insights of their diverse teams, leading to enhanced problem-solving and decision-making. 

This blog aims to delve into practical case studies that highlight the effectiveness of collaborative leadership in various sectors, offering professionals and executives insights into how these practices can be implemented successfully.

Collaborative leadership stands in contrast to traditional hierarchical management by fostering a participative and inclusive environment. This approach not only boosts employee morale and engagement but also enhances decision-making quality by incorporating diverse perspectives. 

Studies have shown that organizations adopting collaborative leadership are more agile, report higher satisfaction among team members, and are more successful in navigating complex market conditions.

By focusing on collaboration, organizations can unlock the potential of their workforce more effectively. This shift from a directive to a more consultative and inclusive style of leadership can lead to substantial improvements in innovation. As each team member has the opportunity to contribute ideas and insights, the collective intelligence of the group improves, leading to more creative solutions and better outcomes.

At the heart of collaborative leadership lie principles such as:

• Open Communication: Effective collaborative leadership relies on transparent and open communication channels. Leaders must encourage dialogue among team members, ensuring that everyone feels comfortable expressing their ideas, concerns, and feedback. This fosters a culture of trust and ensures that information flows freely across the organization.
• Mutual Respect: Collaborative leaders recognize the value of each team member’s contributions and perspectives. They foster an environment where all individuals are treated with respect and dignity, regardless of their position or background. By promoting mutual respect, leaders create a sense of belonging and ownership among team members, which enhances collaboration and productivity.
• Shared Goals: Collaborative leadership aligns team members around common goals and objectives. Leaders must articulate a clear vision for the organization and ensure that every team member understands their role in achieving that vision. By emphasizing shared goals, leaders create a sense of purpose and unity, motivating team members to work together towards a common objective.
• Empowerment: Collaborative leaders empower their team members to take ownership of their work and make decisions autonomously. They provide support and guidance when needed but trust their team members to exercise their judgment and expertise. By empowering individuals, leaders foster a sense of autonomy and accountability, which encourages initiative and innovation.
• Continuous Learning: Collaborative leadership values learning and growth, both individually and collectively. Leaders encourage experimentation and iteration, recognizing that failure is a natural part of the learning process. They create opportunities for professional development and skill-building, fostering a culture of continuous improvement and innovation.

According to leadership expert John Maxwell, “Leaders must be close enough to relate to others, but far enough ahead to motivate them.” This balance is crucial in collaborative environments. Studies, like those from Harvard Business Review , reinforce that leaders who practice empathy and openness are more likely to foster trust and cooperation among their teams.

Now, let’s see how these principles manifest in real-world examples across different sectors.

Case Study 1 – Technology Sector

Google, renowned for its innovation and market dominance, attributes much of its success to its collaborative culture. The tech giant promotes an atmosphere where ideas can flourish among all levels of staff, supported by an organizational structure that minimizes hierarchical constraints.

Google’s approach includes open-plan offices designed to encourage spontaneous interactions and brainstorming sessions. The company’s policy of “20% time” —allowing employees to dedicate one day a week to any project that interests them—has spurred innovation and led to the development of products like Gmail and AdSense. Moreover, Google’s leadership fosters a psychologically safe environment where team members feel secure enough to voice opinions without fear of ridicule or retribution, which was a significant finding from their Project Aristotle.

Case Study 2 – Healthcare Sector

The Mayo Clinic, a leader in the medical world, utilizes collaborative leadership to enhance its delivery of comprehensive healthcare. This prestigious institution integrates various specialists into cohesive teams to provide the best patient care possible.

A notable example of Mayo Clinic’s collaboration is their Multidisciplinary Design Clinic in the Department of Orthopedic Surgery , where multiple specialists (surgeons, physical therapists, biomechanical engineers) come together to discuss individual patient cases. This collaborative approach allows for a more holistic view of patient care and has led to higher success rates in complex surgeries and treatments. Moreover, the clinic’s emphasis on collaborative decision-making ensures that all potential treatment paths are considered, leading to optimized patient outcomes.

Case Study 3 – Nonprofit Sector

Habitat for Humanity leverages collaborative leadership to tackle significant challenges like housing insecurity. This global nonprofit coordinates efforts between donors, volunteers, and local communities to construct affordable and sustainable housing.

In response to the global housing crisis, Habitat for Humanity launched the “Home for a Home” initiative, which fosters collaboration between local businesses, governments, and volunteers. Through this program, every home built or renovated by volunteers triggers additional funding from corporate partners, which is then used to fund the construction of more homes. This initiative not only multiplies the impact of each contribution but also strengthens community ties and increases public awareness of housing issues.

Lessons Learned

From the case studies presented, several key themes emerge about the nature of collaborative leadership:

• Cultural Transformation: Implementing collaborative leadership often requires a cultural shift within organizations. Leaders must actively cultivate an environment where open communication, mutual respect, and shared goals are not only encouraged but also ingrained in the organizational culture.
• Inclusivity and Diversity: Collaborative leadership thrives on diverse perspectives and experiences. Leaders should actively seek input from individuals with different backgrounds, skills, and viewpoints to foster creativity and innovation within teams.
• Empowerment and Trust: Empowering team members to take ownership of their work and make autonomous decisions is essential for fostering a collaborative environment. Leaders must trust their teams to deliver results and provide support and guidance when needed.
• Continuous Improvement: Collaboration is an ongoing process that requires continuous learning and adaptation. Leaders should encourage experimentation, iteration, and feedback to foster a culture of continuous improvement and innovation.
• Clear Communication: Effective communication is the cornerstone of collaborative leadership. Leaders must ensure that information flows freely across the organization, and that all team members feel comfortable expressing their ideas, concerns, and feedback.
• Overcoming Challenges: Implementing collaborative leadership may face challenges such as resistance to change, logistical complexities, and conflicts. Leaders should address these challenges proactively by demonstrating the benefits of collaboration, providing support and resources, and fostering a culture of resilience and adaptability.
• Measuring Success: It is essential to establish clear metrics and indicators to measure the success of collaborative leadership initiatives. Leaders should track key performance indicators related to team collaboration, innovation, employee satisfaction, and organizational performance to assess the effectiveness of their approach.

It is essential to recognize that implementing collaborative leadership may encounter challenges such as resistance to change, logistical complexities, and conflicts. However, these challenges can be addressed proactively by leaders. Demonstrating the benefits of collaboration through pilot projects and gradual implementation can help overcome resistance to change. Providing support and resources, fostering a culture of resilience and adaptability, and actively addressing conflicts as they arise are also essential strategies for overcoming challenges. Other effective solutions include the use of digital tools to enhance communication and the establishment of clear roles and responsibilities to ensure that all voices are heard without overwhelming the process.

The effectiveness of collaborative leadership, as demonstrated through these case studies, underscores its value in today’s complex organizational landscapes. By showcasing real-world examples from companies like Google, healthcare organizations like the Mayo Clinic, and nonprofits such as Habitat for Humanity, we’ve seen how collaborative leadership principles can drive success and innovation.

But beyond just these success stories, it’s crucial to recognize that collaborative leadership isn’t just a trend; it’s a necessity in today’s rapidly evolving business landscape. Organizations that embrace collaboration are better equipped to navigate complexity, adapt to change, and capitalize on diverse perspectives.

As professionals and executives, it’s essential to reflect on how we can integrate collaborative leadership principles into our own leadership practices. This means fostering open communication, promoting mutual respect, aligning around shared goals, empowering team members, and embracing continuous learning.

As we conclude this exploration of collaborative leadership in action, let us commit to fostering environments where collaboration thrives, where every voice is heard and valued, and where collective efforts lead to transformative outcomes. Together, we can shape a future where collaborative leadership isn’t just a strategy but a way of life, driving innovation, resilience, and prosperity for all.

• How can leaders foster a culture of collaboration in their organizations?

Leaders can foster a culture of collaboration by promoting open communication, mutual respect, and shared goals. Encouraging teamwork, providing opportunities for professional development, and recognizing and rewarding collaborative behaviors can also help create a collaborative culture.

• What role does technology play in facilitating collaborative leadership?

Technology plays a significant role in facilitating collaborative leadership by providing tools and platforms for communication, collaboration, and project management. Tools such as video conferencing, instant messaging, and project management software enable teams to collaborate effectively, regardless of their location.

• How can leaders ensure that all team members have a voice in decision-making processes?

Leaders can ensure that all team members have a voice in decision-making processes by actively soliciting input from all members, creating opportunities for discussion and feedback, and fostering an environment where diverse perspectives are valued and respected.

• How can organizations measure the success of collaborative leadership initiatives?

Organizations can measure the success of collaborative leadership initiatives by tracking key performance indicators related to team collaboration, innovation, employee satisfaction, and organizational performance. Surveys, feedback sessions, and performance evaluations can also provide valuable insights into the effectiveness of collaborative leadership.

• What are some common misconceptions about collaborative leadership?

One common misconception about collaborative leadership is that it requires consensus on every decision, which can lead to inefficiency and indecision. In reality, collaborative leadership involves empowering team members to make decisions autonomously while fostering a culture of collaboration and shared accountability. Another misconception is that collaborative leadership is only suitable for certain industries or organizational structures. In fact, collaborative leadership can be applied effectively in any industry or organizational context, regardless of size or structure.

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Teaching Online Pedagogical Repository

Create a Case Method Group Activity to Engage Students in Critical Thinking

Tags: Adult Learning , Assessment , Assignments , Blog , Case method , Cognitive Theory , Collaborative Learning , Community of Inquiry , Critical Thinking , Discussions , Experiential Learning , Google , Learning Activities , LMS , Problem-Based Learning , Scaffolding , Social Media , Video , Wiki

Description

The case method group activity is an instructional design strategy that involves faculty members providing one or more case studies to which groups of students respond. The case(s) could be a real-life case or simulation. It could be description of key concept(s) applied, a story or scenario, an actual case study, a problem or mystery, a performance, a visual, or an example.

The case method in online learning as an intervention presents students with ill-structured, real-world derived problems with multiple solutions (Choi & Lee, 2009). In a group activity this case method has the potential to harnesses the effectiveness of collaborative learning (Kolb, 1984) and group activities provide a space for collaborative problem solving, fostering a constructivist learning environment with potential to build a community of learning (Jonassen, 1997). The teaching facilitator can influence learners’ engagement in and adoption of the activity by communicating the relative advantage of key features of the online environment (Karamanos & Gibbs, 2012), as well as mapping and intervening in the group interactions to keep students focused on the problem (Etmer & Koehler, 2014). This mapping creates a plan for instructors to scaffold (or build in techniques to progressively support students to greater levels of learning independence and effective group interactions). Introduction of scaffolds and learning resources, perhaps additional readings and activities, presented at later stages of problem solving were associated with deep meaningful learning and critical thinking (Choi & Lee, 2009).

Because the case reflects a real-life situation, as the group members interact with each other, they should uncover multiple solutions, perspectives, or methods of analyzing the situation, with no single right answer. This divergence is important to encourage for fostering deeper levels of learning and critical thinking (Choi & Lee, 2009). A guiding question for the lesson can offer some parameters for faculty to map and scaffold activities, guiding students’ interactions as they engage with others in their groups about the case. This guiding question should depend on the purpose of the instruction (University of Illinois, 2015). The process of a faculty member scaffolding activities should result in more than one individual or group deliverable associated with it and a corresponding timeline for each. Consider, too, whether each component will have a group or individual grade (Carnegie Mellon University, 2015).

Link to example artifact(s)

As an example of the case method group activity, a faculty member teaching an industrial/organizational psychology course divided the students into groups based on time zones and created a discussion forum for each group. They completed a learning team charter to establish their group covenant. The parameters for the group activity were well-defined: students completed a group charter to agree on expectations for each member’s contribution to the group, the faculty provided an explanation of the purpose of the group activity for learning the material and succeeding in the course. The faculty explicitly stated how the quality of interactions and ideas derived from the group conversation and supported with evidence could contribute to the success of individual assignments.

The faculty provided the same case scenario across each group discussion forum. The case described in writing a company whose strict hierarchy and “us” (management) versus “them” (workers) mentality had led to a dysfunctional workplace environment with punitive acts from management and passive aggressive behaviors from employees. The faculty prompted students to analyze the situation using management and leadership approaches and theories from the course as a group by midway through the course, brainstorm as a group solutions to remedy the situation by applying key course concepts from middle to the end of the course, and submit an individual solution to the problem the case presented as the final assignment.

The faculty member interacted with each group several times throughout the course in their discussion forums, guiding them to consider important motivational and management theories (like Maslow’s hierarchy of needs and McGregor’s theory x and y) to analyze the behavioral dynamics of management and the employees in the case. Additionally, a rubric was associated with each component presented prior to the assignment to set expectations and utilized by the faculty member for grading. To assess critical thinking, elements from the AASU Value rubric were incorporated into the individual solution activity rubric (2017). Students were graded individually even though they were interacting as a group for their mid-course analysis of the scenario, as a group on the solution brainstorming activity for a group grade, and individually on their submissions of their individual solution to the case.

Students’ critical thinking improvements and favorable reaction provided good evidence for the success of the case scenario activities in this course. During the discussion, students often related the scenario to their own real-life experiences in workplace settings. As the discussions progressed, students began identifying these experiences with key concepts, referring and citing course content, and this habit transferred to their individual solutions to the case presented in their papers. Some students developed a clear thesis for their perspectives, recounting nuances of the situation in the scenario (such as the organizational structure and emerging management styles) to substantiate their position. Even fewer students gave multiple solutions and explained why one is better than another. Students generally responded positively to the course and case scenario format. They indicated that they appreciated the real-life examples from other students and expressed that the group discussion contributed development of their individual submissions. Satisfaction with the course, as indicated on students’ end-of-course reviews, was high to very high.

Applying this case method group activity strategy to other disciplines should result in similar success, strengthening students’ critical thinking skills. This strategy is definitely generalizable, as the aim is for students’ collaboration for achieving the course or module objective(s) associated with the activity/assignment (University of Illinois, 2015), guiding students to:

• Identify key concepts reflected by a case, • Situate a case within a given system, • Summarize or recapitulate a case, • Generalize patterns or symbolic representations within a case, • Generate plausible causes that result in a case, • Analyze the components of a case, • Assess or judge the appropriate application presented in a case scenario, • Solve a problem that the case presents or that the faculty presents about the case Any discipline where students would benefit cognitively from collaboration to achieve one of the above objectives could apply this strategy: create a case method group activity to engage students in critical thinking.

Individual Paper Case Study Rubric

Case Study Rubric for Group Collaboration Discussion

Instructor: Revathi Viswanathan Course: Biotechnology

Students were asked to discuss case studies relating to their subject, and Edmodo was used as a learning platform for handling them. The purpose of integrating the technological tool was to encourage students to actively participate in the teaching and learning process even beyond their classroom. Besides this, Edmodo, as an application could be accessed both in a computer and a mobile, which in turn helps teachers to post resources, initiate discussions, create small groups, and enroll students to do collaborative tasks.

As part of the classroom based research, the students were put in small groups, and inputs for case study was posted as video files and reading texts to each group in the Edmodo page. Each group was given guidance on holding case study discussions. The preliminary discussion was initiated through brainstorming questions, which encouraged students to get to the important issue or aspect of the case study. For example, the following questions were posted related to the case study on ‘ Regenerative medicine- Current therapies and future directions’:

• What do you know about regenerative medicine?
• How does it help common man?

Similarly, one of the groups discussed ‘Genetic Engineering of Animals: ethical issues, including welfare concerns’ and the following questions were asked:

• Discuss how ‘deletion of genes, or the manipulation of genes already present’ affects the animals.
• What do you think about this as a biotechnology student?

After a few dialogues online, it was felt that most of the students could not identify the main aspect of the case study and the teacher researcher had to intervene by posting guidelines for discussing a case study (Source: https://plato.acadiau.ca/courses/Busi/IntroBus/CASEMETHOD.html#CASEMETHOD ). They were told about the process by which a case study has to be analysed. They were asked to look for issues that are stated in the case study, critically read and see how the issue is handled in depth. Then, they had to look for opening paragraph, background information, specific area of interest covered, specific problem stated, alternatives given and the conclusion drawn from the discussion, in the case study.

Besides posting these tips for handling case studies, the teacher explained the components of a case study (stated above) in the class. It was felt that this online collaborative activity had to be handled by following the online collaborative theory advocated by Harasim (2012). According to her, a teacher plays an important role (in an online collaborative learning scenario) in the process of knowledge construction among students, by providing inputs and integrating the core concept along with the subject domain. In this context, it must be stated that the teacher researcher had already brought in the integration of biotechnology related case studies for discussion. However, considering the extent to which they could use the subject knowledge for discussing the given case study, it was evident that the students expected teacher’s intervention. In other words, the teacher had to draw their attention to the main issue of the case study by posting a few specific (case study related) questions.

For example, the group which was working on the case study, ‘Genetic engineering of animals’, were asked to focus on the specific concepts. The following question was posted in Edmodo group page:

• How does it affect an animal when it is genetically modified or genetically altered or genetically manipulated or transgenic, and biotechnology-derived
• How will the animal cope with when it is modified?

The extent to which the students of respective groups (group A & B) could discuss the case study by using their subject knowledge was evaluated by comparing two groups (both before-the-intervention and after-the-intervention of the teacher) using Causal-Comparative method. The analysis of performance of the group members was done with the help of the rubrics, ‘Undergraduate Case Analysis Rubrics’ (Source https://www.onlineethics.org/File.aspx?id=31203&v=859a7ffb ). The frequency polygon drawn for both groups (Figures 1 and 2) and the ANOVA test scores evaluated showed variation, particularly in group A’s performance (ie before and after teacher’s intervention).

It was evident that students’ application of subject knowledge in their discussion had promoted communicative ability. Further, it proved the application of online collaborative theory in encouraging students to contribute to online discussions.

Link to scholarly references

Association of American Colleges & Universities (2017). Critical thinking VALUE rubric. Retrieved from  https://www.aacu.org/value/rubrics/critical-thinking

Carnegie Mellon University Eberly Center (2015). How can I assess group work? Retrieved from  https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/assess.html

Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers. Educational Technology Research and Development , 57( 1 ), 99-129.  https://doi.org/10.1007/s11423-008-9089-2

David, H. J. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development , 45( 1 ). Retrieved from  http://www.webkelley.com/HBS/ID%20Models%20for%20Well-Structured.pdf

Ertmer, P. A., & Koehler, A. A. (2014). Online case-based discussions: Examining coverage of the afforded problem space. Educational Technology Research and Development , 62( 5 ), 617-636.  https://doi.org/10.1007/s11423-014-9350-9

Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth I nstructional-design theories and models: Volume II (pp. 215-239). Mahwah, N.J: Lawrence Erlbaum Associates. Retrieved from  https://www.savoiabenincasa.gov.it/wp-content/uploads/2016/04/1999-Jonassen.pdf

Karamanos, N., & Gibbs, P. (2012). A model for student adoption of online interactivity. Research in Post-Compulsory Education , 17( 3 ), 321-334.  https://doi.org/10.1080/13596748.2012.700108

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ: Prentice Hall. Retrieved from  https://www.pearson.com/us/higher-education/program/Kolb-Experiential-Learning-Experience-as-the-Source-of-Learning-and-Development-2nd-Edition/PGM183903.html

University of Illinois. (2015). Online teaching activity index: Case study or case based index. Retrieved from  www.ion.uillinois.edu%2Fresources%2Fotai%2Fcasestudies.asp&token=yz%2BG1QALcwhrBLaVIIOV1qkwVJCS27mZAH624RoGdAc%3D

Post Revisions:

• August 7, 2020 @ 20:33:26 [Current Revision]
• August 7, 2020 @ 20:33:26
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Facilitating group work to enhance student learning.

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The importance of group work.

Group work refers to learning experiences in which students work together on the same task. Group work can help build a positive and engaging learning community through peer learning and teaching.

Promoting peer interactions can positively affect learning experiences by preparing students for work beyond the classroom. According to Constructivism, when students work together to solve problems, they construct knowledge together, rather than passively absorbing information. Students learn more effectively working cooperatively in diverse groups as opposed to working exclusively in a heterogeneous class, working in competition with other students, or working alone (Hattie, 2008). Some benefits include:

• Collaborating to break apart and solve complex tasks
• Deepening understandings and clarifying misconceptions with peer support
• self-regulation and self-reflection
• communication and time management
• project management and conflict resolution

Advantages and Disadvantages

While working collaboratively has the potential to improve student outcomes, it requires the instructor to carefully organize, guide and maintain a positive and productive work environment. Despite the substantial benefits group work offers, there are also disadvantages, especially if not implemented effectively.

For group work to be successful, you need to thoughtfully plan and organize how it will benefit your students. Group work must be designed to enhance student skills and abilities towards achieving learning outcomes.

Additional Resources

Designing successful group work.

The suggestions below will help you design a successful collaborative learning experience for your students. Prior to incorporating group work, take the time to consider strategies that can help avoid potential challenges. Remember to teach effective group work just as you teach content knowledge.

• Consider having students create group contracts for high-stakes assignments and complex projects. These are also beneficial when the same group will be working together over an extended period.
• Provide students with guidelines or templates to ensure that they address aspects of collaboration that may alleviate future concerns, such as potential problems with effective solutions.
• Plan appropriate group composition, size and activity duration. Smaller groups of 3-5 students tend to be more efficient.
• Promote positive interdependence where each member of the group feels a sense of respect, accountability and inclusivity. Ask each group to define their expectations, goals, roles and responsibilities.
• Establish effective group structures and communication in which students share their knowledge and skills, motivate themselves and others, and respect multiple perspectives or opinions.
• Give resources and strategies for project development, team building and conflict resolution.

Creating Group Work Projects

Assigning tasks that foster genuine teamwork and simulate real-life scenarios can help to prepare students for professional situations that will require collaboration. To design an engaging and community-oriented classroom, it is necessary to create opportunities for students to work together in your course. Students can accomplish this through:

• authentic assessments that foster autonomy and demonstrate learning 
• discussions that foster critical thinking, equity and inclusivity
• investigations to analyzing problems and identifying solutions
• activities that incorporate active learning
• brainstorming to practice divergent thinking and innovation

The following examples provide you opportunities and ideas to integrate group work successfully into your course.

Authentic Assessments

Design projects that allow groups to demonstrate their learning in a variety of methods and modalities. Authentic assessments allow groups and individuals to show what they have learned and how they can transfer this knowledge and apply their new understandings to specific concepts. Construct group work intentionally and align it to the course’s learning outcomes. Here are some examples of group oriented authentic assessments:

• Case studies
• Designing a textbook
• Presentations
• Experiential learning
• Problem-based learning
• Innovation sprints

Discussions

Discussions are a great way to build collaboration into your course. Discussions allow students to practice higher order thinking skills in a variety of ways and can help students achieve many types of learning outcomes.  Having a structure in place will help ensure that discussions are meaningful, effective and engaging. The benefits of discussions include:

• Deepening understanding
• Developing critical thinking and problem-solving skills
• Learning to navigate difficult conversations
• Strengthening oral communication and active listening
• Applying newly learned concepts and skills to authentic contexts

Group Investigation

Study groups.

Strategies to design successful group projects.

How to build effective collaboration in your course.

Video that helps you move group work to an online environment.

Assessing Group Work

In addition to evaluating the group’s output, determine how groups functioned, how individuals contributed to the group itself, as well evaluate both the process and product. This is not always easy, but these general principles can guide you:

• Instructor assessment of group
• Individual assignments
• Quizzes or individual write ups
• Self-assessments
• Student assessment of group or group members
• Student assessment of self
• Provide criteria for assessment
• Assess process as well as product
• Give group feedback and individual feedback when possible
• Monitor each group’s progress and address issues that may arise

Additional resources

Video series for structuring online groups.

Learn how to assess group work equitably.

Overview of the various methods to grade group work successfully and fairly.

Collaboration in Online Learning

Collaborative online learning activities allow students to support each other by asking critical questions and clarifying misunderstandings. It is through this collaboration that students can learn to listen thoughtfully and value the contributions of their peers. Using appropriate and intuitive technology tools helps create an engaging and supportive learning community. The following are a variety of tools available to connect you with your students and to help your students collaborate with their peers.

UB Learns: Collaboration

Share ideas individually and collaboratively.

Assign students to groups within the UB Learns course.

• How to Create Groups in UB Learns

Group Assignments

Can set assignments for group submissions.

Discussion Forums

See below for detailed information.

Additional Collaboration Tools

Communication tools can support both student and instructor presence whether your class is synchronous or asynchronous.

Store, share and edit documents, spreadsheets, presentations and surveys (among other features). It is ideal for working collaboratively in real time.

Text and chat in real time (individuals or groups).

Create, communicate and collaborate in real time.

Virtual interactive bulletin board.

Record instruction videos.

Create a unique hashtag that students can use to talk about class, share links, etc.

Store, share and edit university-related documents in UB Box.

Video conferencing software for synchronous classes and office hours.

UB faculty shares how you can successfully enhance your course with technology.

Third party digital tools you can integrate into your course to strengthen collaboration.

Discussions are usually an important component of a course regardless of the modality. Online discussions can be conducted in two primary ways:

• Synchronously: All students participate in the discussion at the same time, in the same virtual space.
• Asynchronously: All students participate in the discussion on their own time, but according to a schedule.

In an online course, discussion boards can be a primary point of connection for collaboration among students. They can serve a variety of purposes, including as a place for students to:

• submit assignments for other students to review and give feedback
• ask questions that can be read and answered by peers, the TA and/or the instructor
• communicate with their peers formally or informally
• create posts and responses that can be counted towards participation or homework grades
• discuss a topic with a small group or with the whole class
• collaborate on group assignments

Tips for Using Discussion Forums

• Establish criteria and expectations, both general and specific. Include grading, if applicable.
• Strategically monitor and interact with the discussion board. Guide and prompt students as needed.

Determine the complexity of the discussion questions ( Bloom's Taxonomy ). Use meaningful, open-ended questions and prompts.

Create opportunities for autonomy and incorporate UDL principles . Give students choices such as the question they answer or the delivery method they complete (ex: written or video response).

Uses of Discussion Forums

• Asking questions
• Answering questions
• Comprehension of content
• Ice Breakers
• Introductions
• Jigsaw activity
• Peer feedback
• Reflections
• Sharing ideas and resources
• Small groups and conversations

Building a Discussion Board in UB Learns

A guide to building a discussion forum in UB Learns.

A guide to creating a discussion forum from Brightspace.

A handout that gives an overview of the best practices to consider when designing a discussion board for your course.

Ways to create significant discussions in your course.

How to set criteria and expectations for discussions.

Integrate Student Collaboration Into Your Course Design

• Are there opportunities for the instructor to engage with students?
• Are there class activities that foster communication between students?
• Are there various modalities for students to communicate and collaborate?
• Step 2 : Identify areas where you could further integrate student collaboration into your course design.
• Step 3 : Begin to build or revise a student collaboration activity or project.

Learn how to plan, facilitate and assess classroom discussions.

How to prepare students to engage with and support peers who may share different views and perspectives.

Research article that reviews the changing cultural landscape of higher education classrooms.

Strategies to navigate difficult discussions in the classroom.

Blog that shares the challenges and successes of group work.

Better resources for classroom management.

Set clear expectations for class interactions.

Build and support a learning community.

Create opportunities for collaboration.

Provide opportunities to learn and share from a diverse range of resources.

For further information about group work, see the following readings.

• Hattie, J. (2012). Visible learning for teachers (1st ed.). Routledge.
• Loes, C., Culver, K., & Trolian, T. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education (Columbus), 89(6), 935–960. https://doi.org/10.1080/00221546.2018.1442638

Case Study - Group work: flipping the focus

Dr Bjorn Lee Cleton, AACME

Abstract 

This case study describes a change in approach to group work within Part A students. The focus of the group work in Part A needs to change from teaching them about a topic using group work, to teaching them about group work by using a topic. If applied successfully this could influence the group work in Part B and C students in a positive manner.  

1. Background 

During academic and industrial careers working as a group is essential and most of the time a requirement to complete a project. To help prepare students for this lecturer incorporate group work within different modules as required by Learning objectives set out at Programme level and which is often also a requirement of accrediting bodies. Nevertheless, a lot of lecturers also think group work is a method to reduce their workload, the idea here is by using groupwork you could reduce the amount of grading that needs to be done and reduce the amount of time guiding the students. However, a substantial number of lecturers experience increased workload due to group work, this could have a multitude of reasons, one of which is that students are not always taught how to work as a group. They are expected to know this already when they start working as a group regardless of which academic year there are in. This has resulted in students having a growing negative view towards group work as the academic year’s progress. If one would ask students why this is, it tends to be that they feel their grade is too much influenced by their fellow peers and have difficulty holding fellow students accountable for their work. 

2. Methodology 

As stated above often the issue that lecturers find with groupwork is that students haven't been equipped with the skills to carry it out successfully, therefore the focus of the group work in Part A needs to change from teaching them about a topic using group work, to teaching them about group work by using a topic. 

These are the key principles that I implement: 

When creating group work in Part A the topic should of course be related to the module but is of less importance, the real focus should be on the group work skills. 

The lecturer should propose a general topic but should be open to allowing groups to change the topic (within the confines of the module). This encourages the group to be creative and agree on a more specific project title together. 

Part A should have random group allocation. 

Substantial time should be allowed for lectures or seminars focusing on how to work as a group and use project management methods and skills.

- This should include topics like; Project management, how to break down objectives, how to manage time as a group (Gantt charts), how to hold team members accountable, how to conduct meetings, how to make meeting agendas and meeting minutes, learning structured methods on how to generate ideas and how to be inclusive in group work. 

Simulate line-manager meetings with the groups to imitate industrial situations (at least one time during a semester but preferably two).  

Monitor groups closely to prevent problems within groups at the end of the module (use technology for this like MS teams) 

Make sure the students are aware their contribution is monitored. 

Conduct 2 Two Peer Assessment activities (Web PA)

- The first is formative with no grade attached but can be used as evidence of how well or not well the group is working together.

- The second one will be at the end of the semester this will influence the individual grade. 

Intervene early when groups show problems (by requesting a meeting with the group or sending a general email to the group) 

When there is a problem with a member in the group the lecturer should not single out members to the whole group meetings but address the whole group about an issue. 

If members still do not contribute after meetings lecturers could approach them 1 to 1 to find out what the problem is. 

Allow for drop-in sessions for students to show up and ask questions they might not want to ask in front of the whole class or within the group setting. 

3. Issues 

Problems tend to arise in group work when the lecturer can't monitor the activity in the group. For example, students are using non-University systems to communicate or aren't recording their interactions and notes. I, therefore, recommend that students use MS Teams for all group communications outside of face-to-face and that they store files in Teams too. If students refuse to do this there is very little a lecturer can do if problems, then arise at the end of the module. However, by applying a second Peer Assessment activity in the middle of the module. One could try and pre-empt any problems that might have gone unnoticed before due to the students not using MS teams. Alternatively, one could require each student to fill in a contribution monitor form which states what they have done for the project each week and how many hours they spend on the project. This must then be stored on the MS teams group and every week the lecturer could then look at it, if a student did not fill it in they would get a warning, with the consequence of failure to fill it in multiple times would lead to point reduction at the end of the module. 

4. Benefits 

I think this approach is beneficial for the student as well as for the lectures in Part B and Part C as teaching the student the right etiquette for group work and how should work in Part A, this should reduce the problems in Part B and C. I would also recommend continuing with these methods of setting up and managing groupwork through Part B and C. This should also improve the student’s perspective on group work in later years as if it’s done successfully in earlier years, they will look more positively to applying the skills in later years. 

5. Evidence of Success  

The original group project was run during the start of COVID, and the alterations took place during the COVID period, however, no formal feedback was requested by the university during this time. When asking the students about this approach they seem to appreciate the information on how a group should work and how relevant it is for the industry. They also react positively to being allowed to choose a topic there keener on.  

When presenting this at the Learning and Teaching conference there was a lot of positive feedback from the audience. After the conference, there has been a multitude of lecturers as well as management that would like to introduce a similar approach to their group within their modules or as guidance for lectures. There is also a substantial amount of literature on how to manage a project a lot of the lecture topics that were presented to the student came from Project Management: A Practical Approach by Roel Grit. 

6. How Can Other Academics Reproduce This?  

I think this approach is applicable to any discipline. By following the above approach and reading the literature mentioned one should be able to reproduce this within their own module. 

7. Reflections 

One thing I think contributed to the success of this case was that the students were allowed to choose their own topic within the boundaries of the module. This had a massive positive impact as students chose topics, they themselves found interesting thus the amount of students enthusiastic about the groupwork increase compared to when it was a fixed topic the year before. Even with the new methods to monitor students, problems still arise but I do believe you can now intervene a lot sooner than normally would happen. I don’t think I would have done anything differently.  

8. References  

Grit, R. (2021). Project Management: A Practical Approach (5th ed.). Routledge. https://doi.org/10.4324/9781003194392 

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