By Janet Mizrahi

It’s not breaking news that group activities in which students puzzle out questions, situations, or concepts bring many benefits. For one, collaboration requires problem-solving, critical thinking, conflict management, and time control, all activities our business communication students will experience in the workplace. Group work also brings the added perk of exposing our learners to diverse ideas and people.

In my classroom, I especially like group work for a wholly different reason: It can be one of the few times students get to know their classmates, especially true for transfer students and others new to college life. Whichever reasons resonate with you, group activities require the instructor to create the necessary backdrop so students come away actually learning.

Below are some strategies I’ve found useful.

• Allow students the autonomy to choose their own groups. When students pick their own groups, they are more likely to feel ownership and connection. I have my students do this early in the term. Before students self-choose their groups, I inform them of the types of activities they will do with their teams (a large group project they will write or present or both; practicing concepts after mini lectures; discussions on relevant topics, and the like) and then give them class time to mingle and choose three or four other students with whom they will work throughout the semester. I then have the team members exchange information so they have names, contact information, and instant study buddies.

After students formed groups, I would suggest that they select a group leader, a notetaker, and a timekeeper for their meetings. It’s best to let the students decide if they should rotate those responsibilities. I would also suggest that team members sit near one another throughout the term if the class is on campus so they can converse casually and not have to switch seats when working on a project.

When I taught remotely, I had to adjust my methodology. Online, students preferred that I create their groups. I did this at random using Zoom’s breakout feature or by picking the groups while we were in a synchronous session.

• Explain the purpose of the session. Always share the specific learning goal or objective for group work, and make certain students know what deliverable they should come away with: By the end of this meeting, you should decide the industry you plan to research for your oral report or The goal of this session is for you to work together on editing the poorly written résumé using the criteria on the worksheet I have given you. Tell students whether the resulting product will be graded and how long they have to complete the work.
• Know the technology you choose. If you are not meeting in a classroom, make sure you and your students understand how to use the technology that will facilitate the group work. Zoom, Google Docs, Padlet, or Kahoot are common tools instructors use.
• Monitor the groups. I give my students time to get going before I step in and chat with them while they work in groups. I address problems they’ve encountered, gently steer them away from ideas I know from experience will not work, and prompt them for questions. I compliment their accomplishments before moving on to the next group. Mingling with the teams is a great informal way to get to know your students, whether in a physical classroom or online.
• Reflect on the activity afterward. Depending on the task, some sort of wrap-up is a good way for students to reflect on what they have learned, using metacognition as a pedagogical tool. This can be accomplished in several ways: in a class discussion, during which students volunteer challenges they faced or explain what they would do differently next time, or by asking students to write a reflection using guided questions. A private, written response makes it easier for some students to report problems or notify their instructor about other issues that arose during the group work.

Breakout rooms or group work during class help make learning interactive while also engaging students. But best of all, by having them collaborate, we are providing our learners with the preparation they will need at work after they leave our academic nests.

Partially adapted from How to use breakout rooms and group activities in lectures. (2023, April 17). LinkedIn.