Digital tools and group work

1. Introduction

The development of digital technologies in higher education has led to significant changes in the way group work is organized. Group work, which is based on collaborative learning, today increasingly includes the use of digital tools that enable more effective communication, coordination and evaluation of student engagement. It is particularly important to emphasize that digital tools do not replace the pedagogical concept of group work, but complement and expand it, especially in the context of online and hybrid teaching.

By enabling synchronous or asynchronous collaboration, they remove the spatial and temporal barriers that previously limited the dynamics of group learning. They also provide teachers with better insight into the work process within groups, which is important for objective and transparent evaluation of student contributions. The integration of digital tools for group work into learning management systems such as Moodle significantly increases their effectiveness. It enables the unification of teaching content, activities and assessments within a single environment, providing students with a clear structure and teachers with a simpler organization of teaching.
 

2. Types of digital tools

Digital tools used in the context of group work can be classified according to the function they perform. We can divide them into tools for collaborative document editing, project and task management, creative thinking and idea generation, and file storage and sharing, as well as communication and videoconferencing tools. More detailed information can be found at the link.

Collaborative document editing tools

One of the most important categories of digital tools is collaborative document editing platforms. These tools enable students to work simultaneously on the same text, spreadsheet, or presentation, fostering joint content creation and collaborative argumentation. Users can edit content in real time, add comments, suggest changes, and track revision history. The use of such tools greatly enhances transparency, as it is clear who contributed to the document and when, which also facilitates individual assessment within the context of group dynamics. Examples of some tools are Microsoft 365 (how to get access within the Croatian academic community can be seen at the link) and Google Docs.

Project and task management systems

Another important group of tools includes project and task management systems. These tools enable planning and distributing tasks among group members, setting deadlines, monitoring the status of completed activities, and visualizing work progress. Students are provided with a better insight into the structure of the project, their own responsibilities, and the phases through which the assigned task passes. Using such tools contributes to the development of organizational skills and responsibility, while teachers can monitor the dynamics of collaboration and intervene in the event of a standstill or uneven distribution of work. Examples of some tools are Trello and Asana (commercial solutions, but it is possible to use the free version with certain limitations).

Communication and videoconferencing tools

In the context of communication and coordination in group work, communication and videoconferencing tools play a special role. They enable students to agree with each other, exchange ideas and hold regular meetings via text, voice or video channels. Videoconferencing tools, such as those that support so-called "breakout rooms", enable work in smaller groups within a virtual space, which simulates the dynamics of classroom group work and encourages active participation. Examples of some tools are Microsoft Teams, Jitsi Meet (possible integration into Moodle LMS and free to use), BigBlueButton (integrated into the Moodle LMS core) and Zoom and Google Meet as commercial solutions (if used with all features and without duration limits).

Creative thinking and generating ideas

In addition to functionality related to editing and communication, there are also tools that encourage creative thinking and idea generation. These tools, also known as brainstorming tools, allow students to visually and collectively develop ideas, structure information and connect concepts. Their application is particularly useful in the initial stages of working on complex tasks, as well as in the processes of planning or designing solutions. An example of a commercial solution is Miro, which offers some functionalities in its free version.

File storage and sharing

An indispensable part of the digital infrastructure for group work are file storage and sharing systems. These systems allow students to easily store, organize and access shared documents, multimedia materials and resources. Their use increases the availability of information and facilitates work continuity, especially in situations where group members work from different locations or at different times. Examples of commercial solutions are Google Drive, Dropbox or OneDrive as part of the Microsoft suite.

3. Advantages and disadvantages of group work tools

Digital tools for group work play an increasingly important role in education, as they enable students to collaborate, communicate, and co-create content regardless of physical distance. However, their implementation also brings certain challenges, which is why it is important to consider both the advantages and disadvantages.

On the one hand, the advantages are multiple. Such tools facilitate coordination and task distribution, which is especially evident in larger teams. The ability to work in real time increases efficiency and reduces the risk of data loss because all changes are automatically stored in the cloud. The tools often offer a clear visualization of progress and enable transparency because all team members have insight into what others are doing. Collaboration through digital platforms helps develop communication and organizational skills, and provides students with experience of teamwork in an environment that is close to the practices of the modern workplace.

On the other hand, there are also certain disadvantages. Technical limitations can be a big problem if students do not have a stable internet connection or sufficiently powerful and new devices. There is also a risk of information overload (notifications) because constant availability and multiple notifications can interfere with concentration. Some tools are more complex than others, so students need more time to master them, and thus more time is spent learning how a tool works than learning about the content that is part of the course. Also, the success of the work depends to a large extent on the motivation and responsibility of all group members – if someone does not participate equally, the tool itself cannot ensure a fair distribution of work.

In short, group work tools can significantly enhance collaborative learning, but their real value depends on the context of application and the willingness of students to participate actively. Teachers have an important role in selecting appropriate tools and implementing rules that ensure a balance between technical capabilities and pedagogical goals.

4. Evaluation and tools for group work

In modern education, group work tools are used not only for coordination and information exchange but also as a basis for evaluating student activities. Digital environments allow teachers to observe the flow of group work, the dynamics of participation, and the individual contributions of each member, greatly facilitating the assessment process.

One major advantage of these tools is transparency. Platforms such as Google Docs or Microsoft Word Online track all changes to a document, showing who added what and when. This visibility clarifies each student’s level of engagement, supporting fairer grading. Similarly, task management tools like Trello or Asana provide an overview of completed activities and individual responsibilities, offering teachers a detailed perspective on the process, not just the final product.

An important aspect of assessment in group work is the opportunity for self-assessment and peer assessment. Some tools integrate surveys and feedback forms (e.g., Google Forms or Microsoft Forms), enabling students to reflect on their own contributions and evaluate team collaboration. This approach promotes metacognitive skills, encouraging students to consider the learning process as well as the outcome.

However, digital assessment also presents challenges. There is a risk of overemphasizing quantitative indicators—such as the number of edits or amount of text—rather than the quality of contributions. In larger groups, it can be difficult to assess the creative input of individual members, especially when tasks are completed collaboratively. Therefore, it is essential to combine data from digital tools with teacher evaluation and clear assessment criteria.

5. Conclusion

Different digital tools support different forms of group work. Their successful use depends not only on their technical availability, but above all on their pedagogical value and suitability for a particular educational context. When used as part of a broader approach to independent and collaborative learning, these tools enable students to actively participate in the construction of knowledge, foster the development of professional and interpersonal skills, and guide them to take greater responsibility for their own educational development.