Many faculty use group projects for short-term (hours) or long-term (weeks or months) complex tasks to help students learn. Beyond supporting content learning, using group projects in HyFlex courses can enhance student engagement and collaboration across different participation modes. This can be challenging since students may not stay in the same participation mode from session to session, so if a group project (task) is scheduled for more than one class session, we recommend some special considerations for your HyFlex environment. In the simple case of group activity in a single class session, it may be best to form groups of students who are all in the same mode to prevent the audio and video connection challenges of synchronous groups with some students in the classroom and some online. Asynchronous learners would have different timing for their group activity, and it would definitely “feel” different for them being all online and possibly text-based, but those students can still learn from the activity.
The case of long-term group projects is more challenging, and the guidelines are more comprehensive.
Before explaining guidance for HyFlex, it is important to note that the guidance offered for traditional classes is largely applicable for HyFlex courses, with some important differences. (See the Carnegie Mellon University Eberly Center for Teaching Excellence and Educational Innovation teaching and learning guidance for group projects at https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/challenges.html and https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/design.html.) The largest difference may be that dedicating class time for group discussion and process time may not be as effective with “mixed-mode” groups since some students may not be present in the synchronous session. I limit the use of class time for group time to a few minutes per session and set the expectation that any asynchronous group member is fully consulted on important decisions made in the synchronous session.
Below, I explain some of the important guidelines and best practices for incorporating group projects in HyFlex courses that have been suggested over the years by the HyFlex Learning Community members (this blog, related forum), case reports in published literature (see about 300 articles listed in the HyFlex Learning Community Research Bibliography – https://www.hyflexlearning.org/bibliography/), and the general guidance and case reports in the Hybrid-Flexible Course Design book – https://edtechbooks.org/hyflex (Beatty, 2019). [Example published study – “Effects of Modalities on Group Performance in HyFlex Environment” from Purdue University (MS Thesis, Krishna, 2023) https://hammer.purdue.edu/articles/thesis/EFFECT_OF_MODALITIES_ON_GROUP_PERFORMANCE_IN_HYFLEX_ENVIRONMENT/2374442
Ensure Equivalence Across Modes: One of the core principles of HyFlex design is equivalence, which means that all students, regardless of whether they participate in-person or online, should achieve equivalent learning outcomes. When designing group projects, create tasks that can be equally effectively completed by students in different participation modes. For instance, even in the short-term you can use collaborative tools like Google Docs or Zoom to facilitate group work for students in multiple modes and ensure all students can contribute equally. Asynchronous group members can review Zoom meeting recordings and add to shared online documents or collaborative spaces. As with all of our learning activities that serve students in different modes, we can’t promise or expect an exactly equal experience, but we should be able to expect equivalent learning and opportunities to meet SLO’s.
Leverage Technology for Collaboration: Use a mix of synchronous and asynchronous tools to support group projects. This becomes critical for long-term projects that extend beyond a single class session. Tools like discussion boards, shared documents, and video conferencing (live and recorded) can help bridge the gap between in-person and online participants. They also can provide a record of collaborations and decision-making that all students can refer to later, and might even be used by the instructor to assess group process and progress. HyFlex instructors encourage groups to meet virtually if in-person meetings are not feasible, and often use platforms like Slack, Microsoft Teams, or other collaborative platforms for ongoing communication. Using the systems that your institution supports or that students can self-support can make this easier and prevent the instructor from having to assume the “go-to” IT support role.
Maintain Flexible Participation Options: To meet the needs of HyFlex students with complicated schedules or who cannot coordinate both time and location with other group members, our team processes should allow students to continue to choose their mode of participation for group meetings and the processes used to achieve project milestones. Some students may prefer in-person meetings, while others may find online participation more convenient. Providing flexibility respects the HyFlex principle of learner choice and can lead to higher engagement and satisfaction. Some teams find that the use of technology to connect students in different participation provides more team resources (recordings, documents) that may not have been available if everyone met together all the time. This is similar to the richer set of learning resources we often create that can improve student learning in all modes of a HyFlex course.
Clear Communication and Expectations: Clearly communicate expectations for group projects, including deadlines, roles, and responsibilities. Make sure all students understand how their participation, whether online or in-person, will be assessed and contribute to the group’s success. Providing detailed rubrics and guidelines can help manage expectations and ensure fairness. Using a peer review process for team collaboration as part of a project grade can be very effective and might motivate more consistent engagement. There are even AI prompts that can assist a team in a reflective activity about their team process. (Example from Ethan Mollick – https://www.moreusefulthings.com/student-exercises – look for “Team After Action Review”)
Support and Resources: As will all learning activities, the instructor should offer support and resources to help students navigate the challenges of working in a HyFlex environment, going beyond what might have worked in any single-mode course before. This might include providing technical training and support (or pointing to resources that provide this support) for using collaborative tools, including mini-workshops on effective online communication, and sharing strategies for managing group dynamics. Providing opportunities for feedback and reflection will help students improve their collaboration skills over time. When students are asked to share their lessons learned about the group process (in addition to their content learning), you can create a safe space for reflective learning that can extend well beyond the current class experience.
What else would you recommend? Please add your comments below.
By following these guidelines, instructors can integrate long-term group projects into HyFlex courses more effectively, which should foster a collaborative and inclusive learning environment that accommodates all students’ needs and preferences. At least, that’s our goal!