Managing groups
Group projects and group work are foundational examples of learner-centered teaching strategies, which shift the focus from instructor-led content delivery to active student engagement. In learner-centered approaches, students are not just passive recipients of information; they actively contribute to the learning process, both for themselves and for their peers. This is particularly evident in group-based learning activities, where collaboration and shared responsibility are key components of the educational experience.
Creating and organizing groups
Regardless of the specific activity, groups take some work to organize. The methods will vary based on context, but there are a few key considerations that will inform what you choose.
There are two commonly employed methods for creating and organizing groups: manual assignment by the instructor and student self-selection.
Manual assignment
Manual assignment is when the teacher deliberately forms groups based on specific criteria, such as student ability, backgrounds, or even personalities. The rationale behind this approach is to create balanced and diverse groups that optimize learning. An instructor might deliberately mix students with varying levels of prior knowledge to encourage peer teaching.
For example, in a course on business strategy where students need to analyze a complex case study, the instructor makes sure each group includes members with strengths in quantitative analysis, communication, and strategic thinking, so that it’s equipped with the resources necessary to complete the assignment.
Advantages
- Balanced skill sets: The instructor can ensure each group has a mix of abilities or perspectives, ensuring all groups are roughly equal in their capacity to tackle the assignment.
- Diversity and inclusion: Manual assignment can help diversify groups and encourage students to work with people they might not ordinarily choose.
Disadvantages
- Less student ownership: Students may feel less invested if they’re not given a say in group selection. This could reduce their motivation, especially if they end up unhappy with the groupings they’re assigned.
- Instructor time: Assigning groups manually can be time-consuming, especially in large classes.
Self-selection
Student self-selection allows students to select their own group members, giving them autonomy and a sense of ownership over the group process. The rationale behind this approach is that students are likely to be more comfortable and engaged when working with peers they know well or feel a connection to, potentially reducing social friction and increasing their motivation to succeed (Johnson & Johnson, 1999).
For example, in a shorter, lower-stakes assignment such as developing a marketing pitch in class, student self-selection may work well. Team members who are familiar with one another may brainstorm more fluidly, and since the assignment is less complex, the potential drawbacks of homogeneity are less significant.
Advantages
- Higher motivation: Students are often more motivated working with friends or peers they feel comfortable with, which can lead to better participation and more effective collaboration.
- Efficiency: Self-selected groups can be quicker and easier to organize.
Disadvantages
- Homogeneous groups: Students often choose others with similar backgrounds or abilities, which can limit the diversity of perspectives within the group, leading to “groupthink” where similar viewpoints dominate and creativity is stifled.
- Exclusion risk: Some students may struggle to find a group, which can lead to feelings of exclusion or anxiety, especially for those who are less socially connected.
Managing groups in person
In person, the logistics of managing groups can be more straightforward. Students can physically organize at different tables or areas of the classroom. However, successful group work still requires planning and structure to guide students in their collaboration.
There are several steps you can take to ensure in-person group work runs smoothly:
- Define objectives: Clearly outline the purpose of the group work, the tasks students are expected to complete, and the learning goals. Below, we’ll discuss some specific types of group activities that can help frame student work.
- Break down tasks: Divide the work into manageable tasks or phases, giving students smaller goals to work toward.
- Set time limits: Establish specific time frames for each task, which encourages productivity and keeps the group moving forward.
- Provide resources: When applicable, provide guidelines, checklists, and prompts, and ensure access to any necessary materials students might need for the activity.
- Circulate and observe: Move around the room to observe each group, so you can provide quick assistance if needed.
Managing groups online
Managing groups in online teaching settings lacks some of the flexibility of an in-person environment. You cannot simply move some tables around or pull up a chair.
There are, however, tools designed to facilitate managing groups online, and once you’re familiar with them, you can remove a lot of the friction that an online environment might introduce.
Brightspace groups
In Brightspace, you can create groups within your class using the “Groups” tool. Groups in Brightspace can be manually assigned or self-selected. Groups can also be configured on a per-assignment basis.
Groups work in tandem with other Brightspace tools, allowing you to organize Content, Assignments, and Discussions around them. Because of the work involved with setting up Groups in Brightspace, the tool is especially useful for group projects that will take place in and out of meetup time. But it can also be used to facilitate synchronous group work if students have access to Brightspace in class.
For more detailed instructions about setting up Groups in Brightspace, check out the Groups page from our Brightspace resource, “Brightspace at your own pace.”
Breakout rooms in Zoom
For smaller, more dynamic group work during online meetups, breakout rooms within Zoom are often the most useful tool. Breakout rooms allow meeting hosts to split their participants into multiple smaller sessions, facilitating private group discussions and interactions.
As with Brightspace Groups, breakout rooms can be instructor- or student-selected, prepared in advance or organized in real-time, and students can be moved between rooms as needed. You can also move between rooms as an instructor to check in on groups much as you would in person. This makes breakout rooms a flexible tool for a variety of types of group work.
You can find information about setting up breakout rooms from our resource, “Getting started with online teaching.”
Instructions are also available from Zoom’s Knowledge Base article on breakout rooms.
For both Brightspace Groups and Zoom breakout rooms, please contact us for help with any issues you might run into or to help with advanced features.
Group projects
The difference between group projects and group work is nuanced, so it's worth quickly defining some terms. Let’s start with group projects.
Group projects typically involve a single, comprehensive task or product that requires sustained collaboration over an extended period. These projects often culminate in a tangible output. For instance, in a business school setting, students might work together on developing a marketing plan or solving a financial case study. These projects require collective decision-making, negotiation, and the integration of diverse skill sets, all of which mimic the collaborative processes found in professional environments (Johnson & Johnson, 2009). By taking on defined roles and coordinating efforts, students gain insights into both the content and the collaborative process, fostering a sense of accountability not only for their own contributions but also for the overall success of the group.
Types of group projects
With each of these project types, the instructor will need to create the group structure and establish the communication channels for students to engage in long-term collaboration. This includes organizing the groups and, potentially, designating them within Brightspace so students can leverage the platform’s communication and collaboration tools. Students can also communicate outside of class to share research, develop ideas, and formalize their final assignments.
Group presentation
In group presentations, students work together on a project and focus on summarizing their findings. The presentations themselves can include a variety of media, including text, slides, visuals, and external links to materials.
Group presentations do not need to be conducted in person. Student groups can share their findings with a video, narration over slides, or other multimedia presentations.
Research project / paper
Rather than simply offering students readings, you can introduce new content to students by organizing them to research it themselves. In addition to the overall benefits of group projects, a research paper specifically makes students responsible for their own learning, and allows them to collaboratively construct their understanding of new material.
As an instructor, your guidance is still vital. You’ll want to carefully establish learning objectives and articulate grading criteria upfront to help direct student research and keep it relevant to the course.
Case studies
When working on a case study as a group project, students can divide tasks based on their strengths or interests. For instance, one member might focus on data analysis, another on strategic planning, and another on financial implications. This division of labor reflects real-world teamwork, where projects require varied expertise and perspectives.
A group project based on a case study allows students to go deeper than they might individually. The complexity of the case often demands thorough research, brainstorming of alternative solutions, and detailed analysis, all of which are made more feasible by the combined efforts of a group.
Group work
In contrast to group projects, group work encompasses a broader range of collaborative activities and can include short-term problem-solving exercises, peer discussions, Think-Pair-Share activities, or collaborative case analyses. These activities are often shorter and more focused on immediate learning outcomes compared to the long-term goals of group projects. Structured group work, even in short bursts, helps to distribute participation more evenly among students, encouraging those who may otherwise remain disengaged. (Cohen, 1994)
Group-based learning activities help students develop interpersonal skills such as communication, conflict resolution, and the ability to provide and receive constructive feedback—all of which are essential for success in both academic and professional settings.
Moreover, group work and projects require students to take responsibility for their own learning and the learning of others, a central element of a learning community. By managing their time, setting goals, and monitoring their progress, students cultivate skills that are essential for lifelong learning. Instructors can facilitate this process by providing clear expectations, scaffolding tasks, and offering feedback to help groups navigate challenges and reflect on their performance.
Types of group work
Think-pair-share
This activity starts with individual thinking, then pairs students to discuss their ideas before sharing with the larger group. It’s effective for getting all students engaged, as it allows for personal reflection, collaborative discussion, and then broader insights through group sharing.
Find out more about Think-pair-share, and see a video demo of how the technique works.
Group discussions
These involve students collectively exploring a topic or question, often guided by prompts.
Though students lead the discussion, instructors facilitate by defining objectives and setting ground rules for the conversation, asking probing questions, and encouraging participation from all students.
Group discussions encourage active participation, critical thinking, and the sharing of diverse perspectives, making them ideal for deepening understanding of complex issues.
Problem-based learning
In PBL, students work together to solve real-world or complex problems, often without a single “right” answer. This method promotes critical thinking, collaboration, and practical application of knowledge. Students learn content as they solve the problem, which makes it highly learner-centered.
Problem-based learning has its origins in medical schools, but it can be easily adapted to a business context by presenting students realistic problems they may encounter in their professional lives, such as developing a market entry strategy for a startup.
Case analyses
Group projects and group work are foundational examples of learner-centered teaching strategies, which shift the focus from instructor-led content delivery to active student engagement. In learner-centered approaches, students are not just passive recipients of information; they actively contribute to the learning process, both for themselves and for their peers. This is particularly evident in group-based learning activities, where collaboration and shared responsibility are key components of the educational experience.
Creating and organizing groups
Regardless of the specific activity, groups take some work to organize. The methods will vary based on context, but there are a few key considerations that will inform what you choose.
There are two commonly employed methods for creating and organizing groups: manual assignment by the instructor and student self-selection.
Manual assignment
Manual assignment is when the teacher deliberately forms groups based on specific criteria, such as student ability, backgrounds, or even personalities. The rationale behind this approach is to create balanced and diverse groups that optimize learning. An instructor might deliberately mix students with varying levels of prior knowledge to encourage peer teaching.
For example, in a course on business strategy where students need to analyze a complex case study, the instructor makes sure each group includes members with strengths in quantitative analysis, communication, and strategic thinking, so that it’s equipped with the resources necessary to complete the assignment.
Advantages
- Balanced skill sets: The instructor can ensure each group has a mix of abilities or perspectives, ensuring all groups are roughly equal in their capacity to tackle the assignment.
- Diversity and inclusion: Manual assignment can help diversify groups and encourage students to work with people they might not ordinarily choose.
Group projects and group work are foundational examples of learner-centered teaching strategies, which shift the focus from instructor-led content delivery to active student engagement. In learner-centered approaches, students are not just passive recipients of information; they actively contribute to the learning process, both for themselves and for their peers. This is particularly evident in group-based learning activities, where collaboration and shared responsibility are key components of the educational experience.
Creating and organizing groups
Regardless of the specific activity, groups take some work to organize. The methods will vary based on context, but there are a few key considerations that will inform what you choose.
There are two commonly employed methods for creating and organizing groups: manual assignment by the instructor and student self-selection.
Manual assignment
Manual assignment is when the teacher deliberately forms groups based on specific criteria, such as student ability, backgrounds, or even personalities. The rationale behind this approach is to create balanced and diverse groups that optimize learning. An instructor might deliberately mix students with varying levels of prior knowledge to encourage peer teaching.
For example, in a course on business strategy where students need to analyze a complex case study, the instructor makes sure each group includes members with strengths in quantitative analysis, communication, and strategic thinking, so that it’s equipped with the resources necessary to complete the assignment.
Advantages
- Balanced skill sets: The instructor can ensure each group has a mix of abilities or perspectives, ensuring all groups are roughly equal in their capacity to tackle the assignment.
- Diversity and inclusion: Manual assignment can help diversify groups and encourage students to work with people they might not ordinarily choose.
Disadvantages
- Less student ownership: Students may feel less invested if they’re not given a say in group selection. This could reduce their motivation, especially if they end up unhappy with the groupings they’re assigned.
- Instructor time: Assigning groups manually can be time-consuming, especially in large classes.
Self-selection
Student self-selection allows students to select their own group members, giving them autonomy and a sense of ownership over the group process. The rationale behind this approach is that students are likely to be more comfortable and engaged when working with peers they know well or feel a connection to, potentially reducing social friction and increasing their motivation to succeed (Johnson & Johnson, 1999).
For example, in a shorter, lower-stakes assignment such as developing a marketing pitch in class, student self-selection may work well. Team members who are familiar with one another may brainstorm more fluidly, and since the assignment is less complex, the potential drawbacks of homogeneity are less significant.
Advantages
- Higher motivation: Students are often more motivated working with friends or peers they feel comfortable with, which can lead to better participation and more effective collaboration.
- Efficiency: Self-selected groups can be quicker and easier to organize.
Disadvantages
- Homogeneous groups: Students often choose others with similar backgrounds or abilities, which can limit the diversity of perspectives within the group, leading to “groupthink” where similar viewpoints dominate and creativity is stifled.
- Exclusion risk: Some students may struggle to find a group, which can lead to feelings of exclusion or anxiety, especially for those who are less socially connected.
Managing groups in person
In person, the logistics of managing groups can be more straightforward. Students can physically organize at different tables or areas of the classroom. However, successful group work still requires planning and structure to guide students in their collaboration.
There are several steps you can take to ensure in-person group work runs smoothly:
- Define objectives: Clearly outline the purpose of the group work, the tasks students are expected to complete, and the learning goals. Below, we’ll discuss some specific types of group activities that can help frame student work.
- Break down tasks: Divide the work into manageable tasks or phases, giving students smaller goals to work toward.
- Set time limits: Establish specific time frames for each task, which encourages productivity and keeps the group moving forward.
- Provide resources: When applicable, provide guidelines, checklists, and prompts, and ensure access to any necessary materials students might need for the activity.
- Circulate and observe: Move around the room to observe each group, so you can provide quick assistance if needed.
Managing groups online
Managing groups in online teaching settings lacks some of the flexibility of an in-person environment. You cannot simply move some tables around or pull up a chair.
There are, however, tools designed to facilitate managing groups online, and once you’re familiar with them, you can remove a lot of the friction that an online environment might introduce.
Brightspace groups
In Brightspace, you can create groups within your class using the “Groups” tool. Groups in Brightspace can be manually assigned or self-selected. Groups can also be configured on a per-assignment basis.
Groups work in tandem with other Brightspace tools, allowing you to organize Content, Assignments, and Discussions around them. Because of the work involved with setting up Groups in Brightspace, the tool is especially useful for group projects that will take place in and out of meetup time. But it can also be used to facilitate synchronous group work if students have access to Brightspace in class.
For more detailed instructions about setting up Groups in Brightspace, check out the Groups page from our Brightspace resource, “Brightspace at your own pace.”
Breakout rooms in Zoom
For smaller, more dynamic group work during online meetups, breakout rooms within Zoom are often the most useful tool. Breakout rooms allow meeting hosts to split their participants into multiple smaller sessions, facilitating private group discussions and interactions.
As with Brightspace Groups, breakout rooms can be instructor- or student-selected, prepared in advance or organized in real-time, and students can be moved between rooms as needed. You can also move between rooms as an instructor to check in on groups much as you would in person. This makes breakout rooms a flexible tool for a variety of types of group work.
You can find information about setting up breakout rooms from our resource, “Getting started with online teaching.”
Instructions are also available from Zoom’s Knowledge Base article on breakout rooms.
For both Brightspace Groups and Zoom breakout rooms, please contact us for help with any issues you might run into or to help with advanced features.
Group projects
The difference between group projects and group work is nuanced, so it's worth quickly defining some terms. Let’s start with group projects.
Group projects typically involve a single, comprehensive task or product that requires sustained collaboration over an extended period. These projects often culminate in a tangible output. For instance, in a business school setting, students might work together on developing a marketing plan or solving a financial case study. These projects require collective decision-making, negotiation, and the integration of diverse skill sets, all of which mimic the collaborative processes found in professional environments (Johnson & Johnson, 2009). By taking on defined roles and coordinating efforts, students gain insights into both the content and the collaborative process, fostering a sense of accountability not only for their own contributions but also for the overall success of the group.
Types of group projects
With each of these project types, the instructor will need to create the group structure and establish the communication channels for students to engage in long-term collaboration. This includes organizing the groups and, potentially, designating them within Brightspace so students can leverage the platform’s communication and collaboration tools. Students can also communicate outside of class to share research, develop ideas, and formalize their final assignments.
Group presentation
In group presentations, students work together on a project and focus on summarizing their findings. The presentations themselves can include a variety of media, including text, slides, visuals, and external links to materials.
Group presentations do not need to be conducted in person. Student groups can share their findings with a video, narration over slides, or other multimedia presentations.
Research project / paper
Rather than simply offering students readings, you can introduce new content to students by organizing them to research it themselves. In addition to the overall benefits of group projects, a research paper specifically makes students responsible for their own learning, and allows them to collaboratively construct their understanding of new material.
As an instructor, your guidance is still vital. You’ll want to carefully establish learning objectives and articulate grading criteria upfront to help direct student research and keep it relevant to the course.
Case studies
When working on a case study as a group project, students can divide tasks based on their strengths or interests. For instance, one member might focus on data analysis, another on strategic planning, and another on financial implications. This division of labor reflects real-world teamwork, where projects require varied expertise and perspectives.
A group project based on a case study allows students to go deeper than they might individually. The complexity of the case often demands thorough research, brainstorming of alternative solutions, and detailed analysis, all of which are made more feasible by the combined efforts of a group.
Group work
In contrast to group projects, group work encompasses a broader range of collaborative activities and can include short-term problem-solving exercises, peer discussions, Think-Pair-Share activities, or collaborative case analyses. These activities are often shorter and more focused on immediate learning outcomes compared to the long-term goals of group projects. Structured group work, even in short bursts, helps to distribute participation more evenly among students, encouraging those who may otherwise remain disengaged. (Cohen, 1994)
Group-based learning activities help students develop interpersonal skills such as communication, conflict resolution, and the ability to provide and receive constructive feedback—all of which are essential for success in both academic and professional settings.
Moreover, group work and projects require students to take responsibility for their own learning and the learning of others, a central element of a learning community. By managing their time, setting goals, and monitoring their progress, students cultivate skills that are essential for lifelong learning. Instructors can facilitate this process by providing clear expectations, scaffolding tasks, and offering feedback to help groups navigate challenges and reflect on their performance.
Types of group work
Think-pair-share
This activity starts with individual thinking, then pairs students to discuss their ideas before sharing with the larger group. It’s effective for getting all students engaged, as it allows for personal reflection, collaborative discussion, and then broader insights through group sharing.
Find out more about Think-pair-share, and see a video demo of how the technique works.
Group discussions
These involve students collectively exploring a topic or question, often guided by prompts.
Though students lead the discussion, instructors facilitate by defining objectives and setting ground rules for the conversation, asking probing questions, and encouraging participation from all students.
Group discussions encourage active participation, critical thinking, and the sharing of diverse perspectives, making them ideal for deepening understanding of complex issues.
Problem-based learning
In PBL, students work together to solve real-world or complex problems, often without a single “right” answer. This method promotes critical thinking, collaboration, and practical application of knowledge. Students learn content as they solve the problem, which makes it highly learner-centered.
Problem-based learning has its origins in medical schools, but it can be easily adapted to a business context by presenting students realistic problems they may encounter in their professional lives, such as developing a market entry strategy for a startup.
Case analyses
Here, students analyze real or simulated cases, often from industry or professional contexts, and discuss possible solutions or outcomes. In business education, case analyses encourage students to apply theoretical knowledge to realistic scenarios, developing their analytical and decision-making skills.
Though larger-scale case studies can serve as the basis for comprehensive group projects, case analyses can also be the foundation for smaller-scale group work.
Jigsaw activities
In this collaborative learning structure, each student or small group learns one segment of the material and then teaches it to the others. This way, students depend on each other for knowledge, creating a sense of responsibility and engagement. It’s particularly effective for covering complex topics with multiple components.
The jigsaw method is more complex to organize than many forms of group work, but it provides many of the benefits of larger group projects in a more condensed format. It involves assigning students interdependent tasks and asking them to apply skills they need in the real world like negotiation, teamwork, and strategic thinking.
View an overview of organizing a business strategy problem with the jigsaw method.
For more information about potential group activities, see the Activities section of this site.
References
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001
- Less student ownership: Students may feel less invested if they’re not given a say in group selection. This could reduce their motivation, especially if they end up unhappy with the groupings they’re assigned.
- Instructor time: Assigning groups manually can be time-consuming, especially in large classes.
Self-selection
Student self-selection allows students to select their own group members, giving them autonomy and a sense of ownership over the group process. The rationale behind this approach is that students are likely to be more comfortable and engaged when working with peers they know well or feel a connection to, potentially reducing social friction and increasing their motivation to succeed (Johnson & Johnson, 1999).
For example, in a shorter, lower-stakes assignment such as developing a marketing pitch in class, student self-selection may work well. Team members who are familiar with one another may brainstorm more fluidly, and since the assignment is less complex, the potential drawbacks of homogeneity are less significant.
Advantages
- Higher motivation: Students are often more motivated working with friends or peers they feel comfortable with, which can lead to better participation and more effective collaboration.
- Efficiency: Self-selected groups can be quicker and easier to organize.
Disadvantages
- Homogeneous groups: Students often choose others with similar backgrounds or abilities, which can limit the diversity of perspectives within the group, leading to “groupthink” where similar viewpoints dominate and creativity is stifled.
- Exclusion risk: Some students may struggle to find a group, which can lead to feelings of exclusion or anxiety, especially for those who are less socially connected.
Managing groups in person
In person, the logistics of managing groups can be more straightforward. Students can physically organize at different tables or areas of the classroom. However, successful group work still requires planning and structure to guide students in their collaboration.
There are several steps you can take to ensure in-person group work runs smoothly:
- Define objectives: Clearly outline the purpose of the group work, the tasks students are expected to complete, and the learning goals. Below, we’ll discuss some specific types of group activities that can help frame student work.
- Break down tasks: Divide the work into manageable tasks or phases, giving students smaller goals to work toward.
- Set time limits: Establish specific time frames for each task, which encourages productivity and keeps the group moving forward.
- Provide resources: When applicable, provide guidelines, checklists, and prompts, and ensure access to any necessary materials students might need for the activity.
- Circulate and observe: Move around the room to observe each group, so you can provide quick assistance if needed.
Managing groups online
Managing groups in online teaching settings lacks some of the flexibility of an in-person environment. You cannot simply move some tables around or pull up a chair.
There are, however, tools designed to facilitate managing groups online, and once you’re familiar with them, you can remove a lot of the friction that an online environment might introduce.
Brightspace groups
In Brightspace, you can create groups within your class using the “Groups” tool. Groups in Brightspace can be manually assigned or self-selected. Groups can also be configured on a per-assignment basis.
Groups work in tandem with other Brightspace tools, allowing you to organize Content, Assignments, and Discussions around them. Because of the work involved with setting up Groups in Brightspace, the tool is especially useful for group projects that will take place in and out of meetup time. But it can also be used to facilitate synchronous group work if students have access to Brightspace in class.
For more detailed instructions about setting up Groups in Brightspace, check out the Groups page from our Brightspace resource, “Brightspace at your own pace.”
Breakout rooms in Zoom
For smaller, more dynamic group work during online meetups, breakout rooms within Zoom are often the most useful tool. Breakout rooms allow meeting hosts to split their participants into multiple smaller sessions, facilitating private group discussions and interactions.
As with Brightspace Groups, breakout rooms can be instructor- or student-selected, prepared in advance or organized in real-time, and students can be moved between rooms as needed. You can also move between rooms as an instructor to check in on groups much as you would in person. This makes breakout rooms a flexible tool for a variety of types of group work.
You can find information about setting up breakout rooms from our resource, “Getting started with online teaching.”
Instructions are also available from Zoom’s Knowledge Base article on breakout rooms.
For both Brightspace Groups and Zoom breakout rooms, please contact us for help with any issues you might run into or to help with advanced features.
Group projects
The difference between group projects and group work is nuanced, so it's worth quickly defining some terms. Let’s start with group projects.
Group projects typically involve a single, comprehensive task or product that requires sustained collaboration over an extended period. These projects often culminate in a tangible output. For instance, in a business school setting, students might work together on developing a marketing plan or solving a financial case study. These projects require collective decision-making, negotiation, and the integration of diverse skill sets, all of which mimic the collaborative processes found in professional environments (Johnson & Johnson, 2009). By taking on defined roles and coordinating efforts, students gain insights into both the content and the collaborative process, fostering a sense of accountability not only for their own contributions but also for the overall success of the group.
Types of group projects
With each of these project types, the instructor will need to create the group structure and establish the communication channels for students to engage in long-term collaboration. This includes organizing the groups and, potentially, designating them within Brightspace so students can leverage the platform’s communication and collaboration tools. Students can also communicate outside of class to share research, develop ideas, and formalize their final assignments.
Group presentation
In group presentations, students work together on a project and focus on summarizing their findings. The presentations themselves can include a variety of media, including text, slides, visuals, and external links to materials.
Group presentations do not need to be conducted in person. Student groups can share their findings with a video, narration over slides, or other multimedia presentations.
Research project / paper
Rather than simply offering students readings, you can introduce new content to students by organizing them to research it themselves. In addition to the overall benefits of group projects, a research paper specifically makes students responsible for their own learning, and allows them to collaboratively construct their understanding of new material.
As an instructor, your guidance is still vital. You’ll want to carefully establish learning objectives and articulate grading criteria upfront to help direct student research and keep it relevant to the course.
Case studies
When working on a case study as a group project, students can divide tasks based on their strengths or interests. For instance, one member might focus on data analysis, another on strategic planning, and another on financial implications. This division of labor reflects real-world teamwork, where projects require varied expertise and perspectives.
A group project based on a case study allows students to go deeper than they might individually. The complexity of the case often demands thorough research, brainstorming of alternative solutions, and detailed analysis, all of which are made more feasible by the combined efforts of a group.
Group work
In contrast to group projects, group work encompasses a broader range of collaborative activities and can include short-term problem-solving exercises, peer discussions, Think-Pair-Share activities, or collaborative case analyses. These activities are often shorter and more focused on immediate learning outcomes compared to the long-term goals of group projects. Structured group work, even in short bursts, helps to distribute participation more evenly among students, encouraging those who may otherwise remain disengaged. (Cohen, 1994)
Group-based learning activities help students develop interpersonal skills such as communication, conflict resolution, and the ability to provide and receive constructive feedback—all of which are essential for success in both academic and professional settings.
Moreover, group work and projects require students to take responsibility for their own learning and the learning of others, a central element of a learning community. By managing their time, setting goals, and monitoring their progress, students cultivate skills that are essential for lifelong learning. Instructors can facilitate this process by providing clear expectations, scaffolding tasks, and offering feedback to help groups navigate challenges and reflect on their performance.
Types of group work
Think-pair-share
This activity starts with individual thinking, then pairs students to discuss their ideas before sharing with the larger group. It’s effective for getting all students engaged, as it allows for personal reflection, collaborative discussion, and then broader insights through group sharing.
Find out more about Think-pair-share, and see a video demo of how the technique works.
Group discussions
These involve students collectively exploring a topic or question, often guided by prompts.
Though students lead the discussion, instructors facilitate by defining objectives and setting ground rules for the conversation, asking probing questions, and encouraging participation from all students.
Group discussions encourage active participation, critical thinking, and the sharing of diverse perspectives, making them ideal for deepening understanding of complex issues.
Problem-based learning
In PBL, students work together to solve real-world or complex problems, often without a single “right” answer. This method promotes critical thinking, collaboration, and practical application of knowledge. Students learn content as they solve the problem, which makes it highly learner-centered.
Problem-based learning has its origins in medical schools, but it can be easily adapted to a business context by presenting students realistic problems they may encounter in their professional lives, such as developing a market entry strategy for a startup.
Case analyses
Here, students analyze real or simulated cases, often from industry or professional contexts, and discuss possible solutions or outcomes. In business education, case analyses encourage students to apply theoretical knowledge to realistic scenarios, developing their analytical and decision-making skills.
Though larger-scale case studies can serve as the basis for comprehensive group projects, case analyses can also be the foundation for smaller-scale group work.
Jigsaw activities
In this collaborative learning structure, each student or small group learns one segment of the material and then teaches it to the others. This way, students depend on each other for knowledge, creating a sense of responsibility and engagement. It’s particularly effective for covering complex topics with multiple components.
The jigsaw method is more complex to organize than many forms of group work, but it provides many of the benefits of larger group projects in a more condensed format. It involves assigning students interdependent tasks and asking them to apply skills they need in the real world like negotiation, teamwork, and strategic thinking.
View an overview of organizing a business strategy problem with the jigsaw method.
For more information about potential group activities, see the Activities section of this site.
References
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001
Here, students analyze real or simulated cases, often from industry or professional contexts, and discuss possible solutions or outcomes. In business education, case analyses encourage students to apply theoretical knowledge to realistic scenarios, developing their analytical and decision-making skills.
Though larger-scale case studies can serve as the basis for comprehensive group projects, case analyses can also be the foundation for smaller-scale group work.
Jigsaw activities
In this collaborative learning structure, each student or small group learns one segment of the material and then teaches it to the others. This way, students depend on each other for knowledge, creating a sense of responsibility and engagement. It’s particularly effective for covering complex topics with multiple components.
The jigsaw method is more complex to organize than many forms of group work, but it provides many of the benefits of larger group projects in a more condensed format. It involves assigning students interdependent tasks and asking them to apply skills they need in the real world like negotiation, teamwork, and strategic thinking.
View an overview of organizing a business strategy problem with the jigsaw method.
For more information about potential group activities, see the Activities section of this site.
References
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001
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