Collaborative Group Work in Asynchronous Online Learning Environments

As a result of the COVID-19 pandemic, online learning was thrust into the faces of learners on a global scale. For the most part, this was in the form of synchronous online learning. COVID-19 did not have the same impact on asynchronous online learners as it did on traditional face-to-face learners and has seen continued growth since it was introduced in the 1990s (Hartwell et al., 2024). One area that has seen repeated concern is the ability to determine the engagement of asynchronous online students (McKeithan et al., 2021). One way to engage online learners is through collaborative learning which has been shown to improve deep thinking, confidence, and self-esteem (Shavar and Tang, 2022) while also building highly sought-after social skills (Hartwell et al., 2024).

Deep Thinking and Social Skills

When students collaborate, they actively engage with the materials and participate in the co-creation of meaning and knowledge (Brindley et al., 2009). Working in groups requires learners to articulate their understanding and negotiate the understandings of others into their own understanding. Learners can operate within their own zone of proximal development (Hartwell et al., 2024).

While engaging in deep thinking, leaners are working on social and professional skills. These skills include but are not limited to communication, teamwork, and conflict management (Hartwell et al., 2024). When analyzing job postings, Hartwell found that these skills were the third most in-demand set of skills.

Establishing Groups

When designing collaborative group experiences for learners, instructors and designers should consider the methods of selecting groups. Three methods of group selection are explored below.

Random Selection

When using random selection, the instructor may rely on technology to randomly assign groups or some other randomized method. An expected outcome of this approach is that it will mimic the experience leaners will see in real-world workplace settings. This approach is also effective in ensuring students are not forming repeated group configurations. A drawback the is possible with this method is that students may be grouped with individuals who differ in communication styles, work ethic, or both.

Instructor Selection

This method of group selection requires more time and effort on the part of the instructor. Instructors may look at multiple criteria when grouping learners including things like skills, knowledge, interests, and even time zone. An expected outcome from instructor selected groupings is improved efficiency due to improved scheduling and communication. Groups with similar interests may find improved motivation. A possible drawback for this method beyond the added instructional effort is that students may not understand or appreciate the grouping and feel a lack of autonomy.

Learner Selection

One possible method and instructor may choose for creating groups is to allow learners to select their group members. This method takes some work off of the instructor, but the instructor should still monitor the process and outcome. One possible outcome from this method is improved comfort among members and enhanced sense of cohesion (at least initially). Several drawbacks can arise with this method of selection including learner exclusion, lack of group diversity, and a wide variation in group sizes.

Conclusion

When looking to build collaborative learning experiences into an asynchronous online learning environment, ensure that benefits and drawbacks of group selection are considered. There may be times that each method is appropriate. The instructor always has the opportunity to step in and change the plan to affect the possible drawbacks as they arise.

References

Brindley, J. E., Blaschke, L. M., & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distributed Learning, 10(3). https://doi.org/10.19173/irrodl.v10i3.675

Hartwell, A., Thomas, C., Brown, B., & Nogueira, B. (2024). Designing group work in online courses to develop preservice teachers' professional collaboration skills. Journal of Educators Online, 21(1), n1. https://doi.org/10.9743/JEO.2024.21.1.20

McKeithan, G. K., Rivera, M. O., Mann, L. E., & Mann, L. B. (2021). Strategies to promote meaningful student engagement in online settings. Journal of Education and Training Studies, 9(4), 1-11. https://doi.org/10.11114/jets.v9i4.5135