The importance and forms of cooperation in the online environment

4. Recommendations for group work in an online environment

The recommendations for group work in an online environment given by Nooijer, Schneider and Verstegen follow some of the specific features of such an environment, and mostly concern tools and activities that can be used to help with better and higher quality work.

Recommendation 1: Create tasks that require collaboration towards a common goal.

Design the tasks in such a way that they can only be solved by teamwork and mutual dependence of the members. A common goal encourages the necessary interaction and connection, and a sense of connection is recognized as one of the three basic psychological needs that enhance intrinsic motivation and growth. Interdependence contributes to this connection because it encourages contact and provides an opportunity for real connection. An example is a team analysis of a case study with one common report and a unique assessment, where each member has a specific role without which the goal cannot be reached.

Recommendation 2: Create collaboration scenarios that explicitly structure activities and communication.

In an online environment, clearly describe not only the expected final product, but also the steps needed to get there. A collaboration script is a set of instructions that prescribe how to form teams, how to communicate and collaborate, and in what order to solve a problem. Such task-oriented scripts act as a support because they structure the work and clarify exactly what is expected and when. An example is a script that defines in advance roles (e.g. coordinator, researcher, note-taker), meeting schedule, deadlines for draft, feedback, and final handover.

Recommendation 3: Organize discussions about team processes and make expectations explicit.

Online group work requires agreement on the division of tasks, clear expectations and timelines, and this rarely happens spontaneously in virtual teams. Include guided discussions about the team’s processes and set rules about how and when to communicate. Build this into the collaborative scenario and establish a “didactic contract” between the teacher and students and within the team itself. Due to the limited face-to-face contact and lack of nonverbal cues in online communication, it is necessary to explicitly state expectations to avoid misinterpretations, as general instructions often give rise to implicit expectations that are more difficult to verify in an online environment than in face-to-face work.

Recommendation 4: Provide a range of communication and collaboration tools.

Different situations call for different tools, and teams should be encouraged to select those that best suit their needs, within the limits of institutional support and available technology. Synchronous tools such as BigBlueButton, Zoom, and Microsoft Teams are particularly effective for aligning ideas, making key decisions, and resolving conflicts in real time. Asynchronous channels, including email, forums, blogs, wikis, and podcasts, are better suited for in-depth elaboration of topics, reflection, and the documentation of agreements. A thoughtful combination of synchronous and asynchronous communication is essential for fostering engagement and supporting deeper learning.