Group Learning: Creating Connections and Belonging

• Coordination costs

  Coordination costs represent time and energy that group work consumes that individual work does not, including the time it takes to coordinate schedules, arrange meetings, meet, correspond, make decisions collectively, integrate the contributions of group members, etc. The time spent on each of these tasks may not be great, but together can become significant.

  Coordination costs can’t be eliminated, nor should they be: after all, coordinating the efforts of multiple team members is an important skill. However, if coordination costs are excessive or are not factored into the structure of group assignments, groups tend to miss deadlines, their work is poorly integrated, motivation suffers, creativity declines and wellbeing is impacted.

  Coordination costs increase with:

  • Group size: The more people in the group, the more schedules to accommodate, parts to delegate, opinions to consider, pieces to integrate, etc. Smaller groups have lower coordination costs.
  • Task interdependence: Tasks in which group members are highly reliant on one another at all stages tend to have higher coordination costs than tasks that allow students to ‘divide and conquer’, though they may not satisfy the same collaborative goals.
  • Heterogeneity: Heterogeneity of group members tends to raisecoordination costs, especially if there are language issues to contend with, cultural differences to bridge, and disparate skills to integrate. However, since diversity of perspectives is one of the principle advantages of groups, this should not necessarily be avoided.

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  Strategies to help reduce or mitigate coordination costs:

  1. Keep groups small.
  2. Designate some class time for group meetings. Use group resumes or skills inventories to help teams delegate subtasks.
  3. Encourage students to assign roles (e.g., group leader, scheduler).
  4. Point students to digital tools that facilitate remote and/or asynchronous meetings.
  5. Warn students about time-consuming stages and tasks.
  6. Actively discuss and develop communication and conflict resolution skills.
  7. Designate time in the project schedule for the group to integrate parts.
• Motivation costs

  Motivation costs refers to the adverse effect on student motivation of working in groups, which often involves one or more of these phenomena:

  • Free riding occurs when one or more group members leave most or all of the work to a few, more diligent, members. Free riding – if not addressed proactively – tends to erode the long-term motivation of hard-working students.
  • Social loafing describes the tendency of group members to exert less effort than they can or should because of the reduced sense of accountability (think of how many people don’t bother to vote, figuring that someone else will do it). Social loafing lowers group productivity and morale.
  • Conflict within groups can erode morale and cause members to withdraw. It can be subtle or pronounced, and can (but isn’t always) the cause and result of free riding. Conflict – if not effectively addressed – can leave group members with a deeply jaundiced view of teams.

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  Strategies: To address both pre-existing and potential motivation problems:

  1. Explore why working in groups is worth the frustration.
  2. Establish clear expectations for group members, by setting ground rules and/or using team contracts.
  3. Increase individual accountability by combining group assessments with individual assessments.
  4. Teach conflict-resolution skills and reinforce them by role-playing responses to hypothetical team conflict scenarios.
  5. Assess group processes via periodic process reports, self-evaluations, and peer  evaluations.
• Intellectual costs

  Intellectual costs refer to characteristics of group behaviour that can reduce creativity and productivity. These include:

  • Groupthink: the tendency of groups to conform to a perceived majority view.
  • Escalation of commitment: the tendency of groups to become more committed to their plans and strategies – even ineffective ones – over time.
  • Transparency illusion: the tendency of group members to believe their thoughts, attitudes and reasons are more obvious to others than is actually the case.
  • Common information effect: the tendency of groups to focus on information all members share and ignore unique information, however relevant.

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  Strategies to reduce intellectual costs and increase the creativity and productivity of groups:

  1. Precede group brainstorming with a period of individual brainstorming (sometimes called “nominal group technique”). This forestalls groupthink and helps the group generate and consider more different ideas.
  2. Encourage group members to reflect on and highlight their contributions in periodic self-evaluations.
  3. Create structured opportunities at the halfway point of projects to allow students to re-evaluate and revise their strategies and approaches.
  4. Assign roles to group members that reduce conformity and push the group intellectually (devil’s advocate, doubter, the fool).

While group assignments have benefits for instructors, they also have complexities that lecturers should consider carefully, for example in these areas:

• Allocating time

  While group assignments may save lecturing staff time in some areas (e.g., grading final projects), they may add time in other areas (e.g., time needed up front to identify appropriate project topics, contact external clients, compose student groups; time during the semester to meet with and monitor student groups; time at the end of the semester to ascertain the contributions of individual team members).

• Teaching process skillsTeaching process skills

  Functioning effectively in teams requires students to develop strong communication, coordination, and conflict resolution skills, which need to be incorporated into the curriculum design. It can also be difficult to devote curriculum space to reinforcing these skills and may be uncomfortable dealing with the interpersonal issues that can arise in groups. Dealing proactively with team dynamics may challenge our group management skills.

• Assessing process as well as productAssessing process as well as product

  Assessing teamwork skills and group dynamics (i.e., process) can be far trickier than assessing a team’s work (i.e., product). Effective evaluation of process requires thoughtful consideration of learning objectives and a combination of assessment approaches. This creates layers of complexity that lecturers may not anticipate.

• Assessing individual as well as group learningAssessing individual as well as group learning

  Group grades can hide significant differences in learning, yet teasing out which team members did and did not contribute to the group or learn the lessons of the assignment can be difficult. Once again, this adds complexity to group projects that instructors often underestimate.