1. The Instructor’s Role in Setting the Stage for Successful Group Projects
VA Tech 2017 Conference on Higher Education Pedagogy
Dr. Michael Dillon, Global Campus, Central Michigan University

2. Agenda Why group projects? Learner benefits and concerns
Faculty benefits and concerns
Some best practices
The RIDE model
Let’s try it out!
Debrief

3. Why group projects?
Leadership
Teamwork
Communication
Skills
Problem
Solving
The skills that employers indicate they desire (“NACE’s Job Outlook,” 2016) in candidates can be practiced in group projects.

4. Learner Benefits and Concerns w/ Groupwork
Increased critical thinking skills
Creativity
Cooperation
Responsibility
Communication
Interpersonal skills
Concerns
Free-Riders
Bad experiences
Too busy
Unclear expectations
Grading concerns

5. Faculty Benefits and Concerns w/ Groupwork
Increased critical thinking skills
Creativity
Cooperation
Responsibility
Communication
Interpersonal skills
Concerns
Not a guarantee of learning
Divvying up work
Collaborative of Cooperative?
Minimal group interaction

6. Groupwork Best Practices
Self-selection of group members rather than instructor selection.
Higher levels of instructor support.
Peer review rather than the whole team getting the same grade.
Creating a team charter.
Real-time feedback mechanisms.

7. Feedback Loop Students Students Project Completion Goal/Norm Setting
Check-in / adjustments
Instructor
Instructor

8. The RIDE Model of Communicating Effectively in Groupwork
Collaboration requires good communication

9. The RIDE Model of Communicating Effectively in Groupwork
Instruction and support is needed
Collaboration requires good communication

10. The RIDE Model of Communicating Effectively in Groupwork
Respect
Intelligent Collaboration
Deciding Together
Encouraging

11. The RIDE Model of Communicating Effectively in Groupwork
Respect
All have a chance to talk
All ideas considered
Intelligent Collaboration
Sharing relevant information
Clarifying information
Critical feedback
Deciding Together
Explicit joint agreement
Group responsibly, not individual
Encouraging
Ask questions
Give positive feedback

12. Let’s try it out! Phase 1: Breakout and tackle one guideline
Phase 2: Mix groups and tackle a problem

13. Let’s try it out! Phase 1: Breakout and tackle one guideline
Phase 2: Mix groups and tackle a problem

14. Let’s try it out!
Team problem: what group project do you suggest to address this class project – “your final project is to be a multimedia presentation that gives new instructors 5 tips for their first year.”
[Remind your group about your guidelines]
Phase 1: breakout and tackle one guideline
Phase 2: mix group and tackle a problem

15. Feedback, Feedback, Feedback!
Students
Students
Project
Completion
Goal/Norm
Setting
Check-in / adjustments
Instructor
Instructor

16. References
Alden, J. (2011). Assessment of individual learner performance in online team projects. Journal of Asynchronous Learning Networks, 15(3), 5-20.
Alyousef, H. S., & Picard, M. Y. (2011). Cooperative or collaborative literacy practices: Mapping metadiscourse in a business learners' wiki group project. Australasian Journal of Educational Technology, 27(3),
Bacon, D. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29,
Barcelona, R. J., & Rockey, D. L. (2010). Using collaborative learning technologies to facilitate effective group work. Journal of Physical Education, Recreation & Dance, 81(4),
Bailey, S., Barber, L. K., & Ferguson, A. J. (2015). Promoting perceived benefits of group projects: The role of instructor contributions and intragroup processes. Teaching of Psychology, 42(2),
Choi, Y., & Ro, H. (2012). An empirical study of hospitality management learner attitudes toward group projects: Instructional factors and team problems. Journal of College Teaching & Learning, 9(4),
Espey, M. (2010). Valuing teams: What influences learner attitudes? NACTA Journal, 54, 31_40.
Friedman, B., Cox, P., & Maher, L. (2008). An expectancy theory motivation approach to peer assessment. Journal of Management Education, 32,

17. References
Hillier, J., & Dunn-Jensen, L. M. (2012). Groups Meet... Teams Improve: Building Teams That Learn. Journal of Management Education,
Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21,
Myers, S. A. (2012). Learners' perceptions of classroom group work as a function of group member selection. Communication Teacher, 26(1),
NACE (2016). Job Outlook 2016: Attributes Employers Want to See on New College Graduates' Resumes. Retrieved from
Saab, N., Van Joolingen, W. R., & Van Hout-Wolters, B. M. (2007). Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction. Instructional Science, 35(1),
Summers, M., & Volet, S. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25(4),
Surowiecki, J. (2004). The wisdom of crowds, New York: Doubleday.
Xing, W., Wadholm, R., Petakovic, E., & Goggins, S. (2015). Group learning assessment: Developing a theory-informed analytics. Educational Technology & Society, 18(2),
Swaray, R. (2012). An evaluation of a group project designed to reduce free-riding and promote active learning. Assessment & Evaluation in Higher Education, 37(3),