Examples of good practice

1. Examples of good practice for group work - introduction

Before moving on to examples of good practice, it is necessary to mention a couple of types of group activities and digital tools that serve to support them: we can talk about interactive activities, cooperative activities and collaborative activities (Queens University).

Interactive activities

These activities are designed to encourage students to connect while working on assignments and interacting with each other. They are often called “group work,” but are more appropriately understood as interactive learning. The level of interdependence is low, and students are largely responsible for their own contributions.

Examples of activities:

• discussion forums
• blogs
• role playing
• debates
• "think-pair-share" technique.

Cooperative activities

Here, students help each other learn. A certain level of interdependence exists, but each student still retains individual responsibility for his or her own work. Students do not produce a joint final work or product, but contributions are combined or shared.

Examples of activities:

• peer feedback
• peer tutoring
• laboratory exercises
• brainstorming sessions
• jigsaw puzzle method.

Collaborative activities

In collaborative activities, students work together to achieve a common goal or outcome. Collaboration usually takes place over a longer period of time and requires a high degree of interdependence, with all members having to contribute in order for the task to be successfully completed. Well-managed collaborative work is associated with a number of positive effects on learning. When designing activities, it is important to ensure individual accountability to prevent feelings of injustice due to “slacking off” by individual members.

Examples of activities:

• case study analysis
• problem solving
• laboratory work
• creation and execution of presentations
• workshop planning
• drafting policy proposals.

Cooperative and collaborative activities are often used interchangeably in practice, but in pedagogical terms there are subtle differences between them. Cooperative activities usually imply that tasks are clearly structured and divided among group members, with each student having a defined role and part of the work that contributes to a common goal.

Collaborative activities, on the other hand, emphasize the joint creation of knowledge through open interaction, negotiation of meaning, and equal participation of all members. There are no strict boundaries between different roles, and learning is the result of shared reflection and agreement.

In lesson planning, it is necessary to distinguish between these two activities due to the different levels of structure, the role of the teacher, and the dynamics of group interaction.

2. Interactive activities

Discussion forum in Moodle LMS

Students individually post their views on a given topic and then comment on their colleagues' posts. The activity is intended for larger groups, because the diversity of opinions increases the quality of the discussion. The moderator (teacher or student) can direct the discussion with additional questions and remind the rules of communication. The advantage of this activity is the possibility to participate in your own time, which is favorable for students with different work styles and schedules. In addition to developing critical thinking, the forum also encourages the skill of argumentative writing and tolerance towards different perspectives.

Blog on WordPress or within the Moodle LMS

Each student writes their own short article on the weekly topic, while others can leave comments. The activity is suitable for medium-sized groups, when it is possible to review and react to most works. A blog allows students to express a personal style while learning how to structure text and use digital media to present ideas. The commenting system encourages two-way interaction, as students learn to give constructive feedback and develop discussion in written form. In the long term, blogs can also be used as a personal portfolio, giving students extra motivation to put effort into content and design.

Debate via Zoom or Microsoft Teams

Students are divided into two groups and exchange arguments in a structured conversation. It works best in smaller groups, so that everyone has a chance to participate. The teacher can set rules in advance (speaking time, order of speaking, obligation to respond to the arguments of the opposing side) to ensure fairness and clarity. Debate not only develops rhetorical and communication skills, but also encourages the ability to react quickly, think critically, and recognize weaknesses in other people's arguments. Recording the debate in the tool allows for subsequent analysis and self-reflection, which further enhances the educational value of the activity.

3. Cooperative activities

Peer feedback in Google Docs

Each student sends a draft of their work to a colleague, who makes comments and suggestions for improvement in the document. It is best suited for couples or small groups, as this ensures sufficient time and attention for detailed feedback. This activity develops critical thinking and the ability to objectively evaluate other people's work, and at the same time it allows the student to get new ideas for improvement from the perspective of the recipient of feedback. Functionalities of Google Docs, such as side comments or tracking of changes, make the process transparent and enable feedback at a later stage.

Collaborative research in Padlet

Students add sources, links, and short descriptions to a shared digital board, creating a collective knowledge base. The activity is effective in groups of 5 to 7 students, as this creates a sufficiently rich, yet manageable collection of materials. Padlet allows for visually appealing presentation of content (cards, galleries, timelines), which further motivates students. This activity allows for practicing the skills of searching and evaluating sources, while also emphasizing the importance of sharing resources and mutual support in the learning process.

Brainstorming using the Miro tool

Students on a digital whiteboard brainstorm ideas together and organize them into categories. It is recommended for medium-sized groups to ensure sufficient ideas and clarity. Tools like Miro allow for visualization of ideas using "sticky notes", colors, and links, which facilitates group structuring. The activity encourages creative thinking, collaboration, and rapid suggestion-making, and the teacher can take on the role of facilitator to guide the group toward the goal. An added value is that the boards can be saved and reopened, so students can reflect and add to ideas even after the session is over.

4. Collaborative activities

Creating a joint presentation in the Google Slides tool

All group members contribute to parts of the presentation, which is presented together at the end. It is suitable for groups of 4 to 6 students, as it allows for a clear division of tasks (introduction, theoretical part, examples, conclusion). Working in Google Slides allows for simultaneous collaboration, commenting and design adjustments, which develops both communication and technical skills. This activity encourages a sense of shared responsibility, as the final result is presented on behalf of the entire group. Recording the presentation can also be used for later self-assessment and exchange of experiences between groups.

Case study analysis in Microsoft Teams with a OneNote notebook

The group works together to analyze the problem, share notes, and propose solutions. It works best in smaller groups (3 to 5 students), where strong interdependence and coordination are required. OneNote allows all members to add text, images, links, and drawings to one common place, and Teams provides a space for discussion and agreement. This activity develops the ability to make decisions as a team and learn during real or simulated situations. The final product can be in the form of a written report, presentation, or even a short video, which teaches students different ways of presenting knowledge.

Project planning in Trello or Asana

Students work together to create a project plan, assign tasks, and track progress until the final product is created. The activity is suitable for larger groups (6 to 10 students), as the tools enable clear assignment of tasks, setting deadlines, and visual monitoring of the workflow. Such work develops organizational skills, team leadership, and responsibility for completing assigned tasks. It also provides experience working with tools that are also used in a professional environment, which gives students additional practical value. The final result is not only a project document, but also the experience of long-term collaboration in a digital environment.

5. Conclusion

6. References