Having a robust collaborative environment is crucial to successful learning, whether online or onsite (Roberts, 2004). Drawing from the concepts of social constructivist theories and zone of proximal development, group activities are viewed as one of the most effective means of learning, even though there are inherent challenges in facilitating group projects (Stacey, 2007). In this page I will provide tips on how to foster group interaction and deal with some core issues with online group work.  

​

TOOLS

1- Using the Apps feature in Canvas

The Canvas LMS has a neat Apps feature that can be accessed using the Settings option. Please check out the video below for more.

​

​

​

​

2. Padlet

Padlet allows users to make the content they want, whether it’s a quick bulletin board, a blog, or a portfolio” (What is Padlet?) It has a “free” version that can be used in classroom or group projects. You can collaborate with classmates or colleagues in Padlet simply by knowing their email address. Padlet has mobile apps, and the option to share or embed a full board into Canvas. Currently it is not integrated for Canvas, but Padlet provides simple instructions on how to embed into Canvas.  

​

​

​

​

​

​

​

3. Flipgrid

This is an active, social learning platform that engages learners through video-based discussion. Instructors create a “grid” with a topic, and create a short (2.5 min or less) video prompt to share with the class.Then the students respond with their own videos and also reply to other videos with their own videos (90 seconds or less). You can use this for Introduction or Ice Breaker videos for online classes, or weekly discussions around readings or current events.  Note that the free account only allows 1 grid in a class (with unlimited Topics and responses), so for more than one class at a time, it can be upgraded for a fee. Flipgrid integrates seamlessly into Canvas and has mobile apps as well.  To try it in your Canvas course, just go to Settings > Apps in your course site, and search for Flipgrid.

​

​

​

​

​

​

​

​

​

​

TIPS: DEALING WITH ONLINE GROUP WORK ISSUES 

​

Online students may balk at the idea of group work due to several reasons such as communication issues and perceptions about group members and their participation. The self-paced and asynchronous nature of online environments lead to  fewer channels of communication, lack of personal contact and disruption to the convenience of meeting in pre-timed settings. As a result, they may be less productive and not fully enabled to resolve logistical difficulties associated with group work (Bawa, 2016; Smith,  Sorensen,  Gump, Heindel, Caris & Martinez, 2011). Some facilitative factors that can be used for successful group work are individual accountability, effective team support, consensus building skills, and clear instructions (An,  Kim & Kim, 2008).

Here are some tips on how to successfully deal with such issues. Additionally, there is a sample of group work protocols relative to these tips provided after the tips.  

​

 Tip 1: Tech based Interactions

Create robust social online environments for them using tech tools. Please refer to the information in the 'Tool' section above.

​

 Tip 2: Individual Accountability 

Foster or enforce collaboration. This can be done by building milestones and checkpoint protocols into the group assignments (see Contribution Sheet in the pdf below). Peer evaluations of member contributions is also a great option. Additionally, combining individual activities with group ones for the group projects also help.

 

Tip 3: Map member skills to team support

It is very useful to find out, preferably before designing the project, what skill sets students bring to their group. Based on that you can either allocate skill specific responsibilities or ask students to select what they would like to contribute to the project and what they are comfortable doing.

​

Tip 4: Focus on Consensus building skills

Allow students sufficient time to discuss all aspects of the work and arrive at well-thought out consensus. Do NOT encourage students playing the 'blame game'. However, do provide some outlets if they absolutely need to bring non-performing member issues to your attention. 

​

Tip 5: Have ownership and mentorship options for students

It is very important to allow students to take ownership of their work and decisions. This can be  done by allowing them to reflect on their progress and encouraging them to mentor their peers on things that the peers may need to improve. For example, if a student is skilled in using  some software to make presentations, have him/her teach that skill to others.

​

Pdf sample group protocols

​

​

​

​

​

​

​