Forming the right groups for collaborative work is a critical step that significantly increases the group and individual success of any assessment (Kifle and Bonner, 2023). This article outlines some of the benefits of strategic group selection, recommends an approach based on your specific asessment, and discusses the pros and considerations of various allocation methods in different situations. It also outlines the technology available at the University of Bath to help support group allocation via Moodle.
Published on: 19/02/2025 · Last updated on: 21/02/2025
Benefits of Thoughtful Group Selection
Carefully considering group composition can enhance the learning experience and promote positive outcomes. Below are some benefits of proper group selection for teaching staff and students:
Efficiency and Time Savings
Selecting groups appropriately will save you time down the line, particularly if the reason for your group allocations is clearly outlined to your students at the start. Clear explanations foster trust and cooperation leading to more effective collaboration. This minimises conflicts, reduces the need for tutor intervention, and allows tutors to focus on other aspects of teaching.
Peer Learning
You want students to peer learn. Group work provides an opportunity for students to learn from one another. Through discussions, feedback, and shared experiences, they deepen their understanding and develop essential collaboration skills.
Quality of Output and Creativity
Well-balanced and diverse groups encourage quality output and creativity. Differing voices testing out ideas can make them stronger. A diverse group brings fresh perspectives and varied approaches to problem-solving, reducing groupthink and echo chambers. When students engage in constructive debates and challenge each other’s assumptions, the quality of their work improves.
Student Engagement and Ownership
You want student engagement. When students have a say in group formation, they feel more invested in the process. In turn, this enhances their commitment to the project and encourages active participation.
CLT Recommended Group Formation Type
Answer the questions in the following activity to see which group selection approach is recommended for your learning outcome and activity.
Group Selection Approaches and Technological Tools to Support Implementation
The table below provides you with an overview and comparison of the different ways to define and select your groups, along with tips on how to use Moodle to set-up your groups.
| Group Type | Example | Pros | Considerations | Technological Tools |
|---|---|---|---|---|
| Mixed pairs | Students select a partner to form a pair. Tutor then takes student selected pairs to make larger groups. | • Students are given autonomy by selecting one member of their group. • Students have at least one supporter or friend in the group, which can ease anxiety and boost confidence. • Tutors can still form larger groups to fit their criteria or to enhance diversity. • Tutor can reduce opportunities for group think. | • May not be beneficial to first year groups where students do not know their peers. • Will require time for students to form their pairs before the tutor can create final groups. | • Tools such as Moodle’s Group Choice activity can assist in forming the initial pairs, which you can then export onto a spreadsheet. • The Course group upload feature allows staff to upload a .CSV spreadsheet with the newly formed larger groups into Moodle. |
| Student choice by interest / topic | A selection of topics are provided to students. Students choose a topic to work on and are put in groups based on chosen topic. | • Students are given autonomy in their choice. • Student engagement may increase as they can work on a project that is meaningful to them. | • Popular topics may fill up and students may feel aggrieved if they do not get their topic. • Depending on topic, it may attract similar students increasing ‘group think’. | • The Fair Allocation activity in Moodle allows students to rate/rank their preferences in topic options. Using the rankings provided the activity can then fairly allocate students into groups. |
| Student self-selection | Students select all the members of their group. | • Students may feel more comfortable with who they work with. | • Students new to university tend to not favour this option as they do not know their peers. • Students can be left out of groups. • Can create an echo chamber and limit students considering other voices, as they may choose to work with people who think the same as them. • Can lead to a lack of diversity and inclusion. | • The Moodle Forum can be used to help students express interest in finding group members if they are struggling to create a complete group. • The Group Choice activity in Moodle allows them to register their group, saving tutors time from manually inputting group information. |
| Randomised | Done without any order, system or criteria, like a tutor putting names in a hat and pulling out names to form groups. | • Considered fair as each student has an equal chance of belonging to any group. • Can mimic team selection in the real world. | • Randomisation can still generate groups lacking diversity. • Students might perceive randomisation as arbitrary, which can lead to student complaints. • May generate unforeseen groupings. • May not address the learning outcomes and the reason for group work. | • Moodle can Auto-create groups with randomly allocated students. Ensure on the forum under “Group members” that “Randomly” is selected for “Allocate members”. |
| Deliberate tutor selection | Tutor creating groups based on certain criteria or characteristics, such as gender, nationality, student interest, student background, performance, etc. | • More diverse voices in groups. • Peer to peer learning – groups with mixed abilities may be a benefit. | • Tutor will need to take time to gather information before creating groups. • Can lead to student complaints about lack of autonomy. | • The Course group upload feature allows staff to upload a spreadsheet with their well-balanced and diverse groups into Moodle. |
Final Group Selection Considerations
Group composition should align with the specific learning goals of the course. Whether it’s fostering teamwork, enhancing communication skills, or promoting critical thinking, thoughtful group selection supports these objectives.
Overall, successful group work begins with the selection process.