Digital technology and group work

1. Digital technology and group work - 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. Roles and tasks within the group

Effective student group work depends not only on the goodwill of its members but also on a clear definition of roles and tasks. When members agree on the division of responsibilities, the likelihood of misunderstandings is reduced, and the efficiency and quality of collaborative work increase. A well-defined role structure allows individuals to contribute according to their strengths while also developing new skills through cooperation.

Several key roles typically emerge within a student group. The coordinator, or group leader, is responsible for organizing the work, monitoring deadlines, and encouraging active participation. The minute taker records notes during meetings, maintains documentation, and ensures that information is clearly communicated. The presenter takes responsibility for publicly presenting the group’s results. In addition, there are roles focused on specific tasks, such as a researcher who gathers relevant sources or a designer who creates visual and technical materials.

It is important to emphasize that roles ca, and should, be rotated. This dynamic ensures a fair distribution of work while also giving students the opportunity to experience different aspects of teamwork. Ultimately, the purpose of role division is not to establish a hierarchy, but to support the productive and equitable contribution of all group members.

3. Sharing digital tools in the context of group work

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; communication and videoconferencing; tools for creative thinking and idea generation, and for storing and sharing files. These will be discussed in the following chapters.

3.1. Collaborative document editing tools

One of the most important categories is collaborative document editing tools. These tools allow students to work simultaneously on the same text, spreadsheet or presentation document, which encourages joint content creation and argumentation. All users can edit content in real time, enter comments, suggest changes and track the history of changes. The use of such tools significantly improves the transparency of work because it is visible who contributed to the document and when, which facilitates individual assessment within the 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.

3.2. 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).

3.3. 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 communicate 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, allow for 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).

3.4. 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 functionality in its free version.

3.5. 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.

4. 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 presents certain challenges, making it important to consider both their advantages and disadvantages.

On the one hand, these tools offer numerous benefits. They facilitate coordination and task distribution, which is particularly valuable in larger teams. The ability to work in real time increases efficiency and reduces the risk of data loss, as all changes are automatically stored in the cloud. Many tools provide clear visualization of progress and promote transparency by allowing team members to see one another’s contributions. Collaboration through digital platforms also helps develop communication and organizational skills, while familiarizing students with teamwork practices commonly used in modern workplaces.

On the other hand, there are notable drawbacks. Technical limitations can pose significant challenges if students lack stable internet access or sufficiently modern devices. There is also a risk of information overload, as constant availability and frequent notifications may disrupt concentration. Some tools are more complex than others, requiring additional time to learn; as a result, students may spend more time mastering the technology than engaging with course content. Furthermore, the success of group work depends largely on the motivation and responsibility of all participants. If some members do not contribute equally, the tool itself cannot guarantee a fair distribution of work.

In summary, digital tools for group work can greatly enhance collaborative learning, but their effectiveness depends on the context in which they are used and on students’ willingness to participate actively. Teachers therefore play a crucial role in selecting appropriate tools and establishing guidelines that balance technical possibilities with pedagogical objectives.

5. Assessment 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. The digital environment allows teachers to see the flow of group work, the dynamics of participation, and the individual contribution of each member, which greatly facilitates the assessment process.

One advantage is transparency. Tools like Google Docs or Microsoft Word Online keep track of all changes to a document and allow you to track who added what and when. This makes it clear what level of engagement each student is contributing to fairer grading. Similarly, task management tools like Trello or Asane provide an overview of the activities completed and the responsibilities of individual members. This gives teachers a detailed view of the process, not just the final product.

An important element of assessment in group work is the possibility of self-assessment and peer assessment. Some tools integrate surveys and feedback forms (e.g. Google Forms or Microsoft Forms ), which allow students to reflect on their own contribution and evaluate the collaboration in the team. This form of assessment encourages metacognitive skills because students learn to think about the process, not just the result.

However, digital assessment also has its challenges, as there is a risk of placing too much emphasis on quantitative indicators (number of changes, amount of text) rather than on the quality of the contribution itself. Also, in large groups it can be difficult to assess the creative contribution of an individual, especially when tasks are done collaboratively. Therefore, it is important to combine data from the tool with teacher assessment and clear assessment criteria.

6. 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.