You will need to set up a conducive environment for your study groups to be successful. We have provided some questions that you should consider, including administrative considerations, preparing students and setting group objectives. We have also provided a guide for setting up groups in Canvas and suggestions for other study group tools.

Administrative

How many people per group?

We suggest groups of 4-6 students. This number is large enough to bring together a diverse range of student perspectives and attributes, while also being small enough to ensure all students are able to participate within the group.

How will membership be decided?

We suggest setting up groups for students. Students can be grouped by seminars, essay topics, or randomly, whatever works best for your cohort. Allow for flexibility, giving your students the opportunity to opt-out (if study groups are optional), or change groups if there are issues with the team dynamic.

Will students stay in the same group for the duration of the course?

It’s up to you whether students stay in the same groups. If they are working towards a group assessment then they will need to stay in their groups. If not, it may be beneficial to mix students part way through the term in order to generate greater collaboration amongst the cohort.

Will the group work output contribute to assessment? If so, how will grades be awarded?

There are a number of ways in which you can grade group work. You can grade them as a team where everyone gets the same grade or you can grade them individually. If you grade them individually you might ask the students to dedicate a a small proportion their group work output (400 words or a presentation slide) for an individual reflection on their contributions to the group.

How will students evidence their contributions?

If it doesn't contribute to their assessment it will be important that students get the opportunity to evidence their effort and that there is an obvious link between the group work task and their contributory/summative assessment.

Preparing students

Highlight pedagogical advantages

It will not always be obvious to students what the advantages are of joining a study group, particularly if it does not feed directly into a contributory assessment, so it is important that we highlight the advantages joining such a group has to their understanding.

How to ensure groups work well together

If groups are mixed, or students unknown to one other, you will need to allow more time for the group to become effective.

Before you schedule the groups to start working together, plan time for ice-breaker activities in which students can get to know their peers, as well as some of the technologies they can use.

You may also wish to signpost students to our netiquette guidelines, which will outline expected behaviour within the group.

What technologies will students use? Is there a preferred platform and process for collaboration?

You can either use Canvas for study groups or consider some alternatives to Canvas. See the Choosing a Platform section and please feel free to contact TEL for further information and assistance on technologies to use. It is important to be clear on which tools will be used for what, and to be mindful that there is not often enough time for students to learn new technologies.

Will there be a suggested structure to study group meetings?

TEL have created a meeting agenda template for study groups. Our student connectors informed us that study groups can often lack structure. Students may wish to use our agenda as a guideline for how to organise meetings.

Setting group objectives

What strategies or processes are in place to measure progress in the groups?

It could be useful for the group to have an initial plan to fill out, in which strengths, roles, and expected outcomes are detailed.

Is there an assessment element?

Provide early opportunities for students to engage with and be familiar with the assessment criteria. Perhaps using exemplars.

If there is a group assessment, then you may wish to signpost students to our guide to group work.
If students are submitting individual assessments then it is important to explain the difference between collusion and collaboration.

How can students measure their achievements?

Consider encouraging or requiring students to keep an individual reflective log, which is shared with you, providing a structured set of questions for reflection can help students who are less comfortable with the reflective process.

Can students opt out?

If so and the group output is not assessed, make clear that students can opt out (but give them good reasons not to!).

If the group output is assessed, make clear the circumstances under which they may be permitted to opt out and the processes they will need to go through to do so. Also make clear the implications if they do not follow these processes.