Structured small group activities can facilitate more meaningful involvement with course concepts and leverage the benefits of collaborative learning. Not only that, in Dr. Cook's experience, the group work made the teaching of the course more joyful, fun, and purposeful!
What led you to incorporate group work into your large enrollment course?
When I first taught PUBHTLH 224 Epidemiology in Public Health, a large enrollment course with 80 students, I relied on my experience with smaller courses that involved group work and interactive teaching strategies. However, I quickly realized that simply asking students to turn and talk to their neighbors didn't work in the larger class setting. Students felt disconnected, they didn’t feel comfortable engaging with unfamiliar classmates, and attendance was inconsistent. In the course evaluations, students wished for more opportunities for small group work and interactive activities. I realized that self-selecting groups were a barrier and that the group structure needed to be more intentional and structured. Students needed to know what was expected of them, who their group members would be, and where to find them. I wanted to create meaningful activities for them to engage in, rather than just turning and talking to whoever was nearby. Despite the physical limitations of the space of a large lecture hall, I was motivated to persist and set up a group structure with intentional activities for each session. My goal was to enhance the learning experience for the students and overcome the challenges posed by the large class size and lecture hall setting.
How did you structure the group work in your course?
I randomly set up groups with a mix of sophomores, juniors, and seniors, settling on a group size of 5, and trying to ensure diversity within each group as much as possible. On the first day, we did icebreakers and students created their name tents to foster a sense of connection. Initially, seating arrangements were challenging, so I taped off different zones in the classroom for each group. But after a few class sessions, the students got used to their assigned spaces and the taping was no longer necessary. Overall, the process involved trial and error, making adjustments, and gradually helping students become familiar with their groups and seating arrangements in the large lecture hall.
How did you ensure good group dynamics?
In the syllabus, I told students that they would be assigned to small groups for interactive in-class exercises. That way they knew they didn’t have to stress over trying to find their own group. On the first day, I emphasized the importance of understanding different perspectives and highlighted the value of group work for real-life problem-solving in public health. I highlighted the benefits of discussing questions in a small group setting rather than raising their hand in a large lecture. I also addressed concerns about one person dominating the group and encouraged all students to contribute their unique strengths. And, I assured students that their grades wouldn't depend on their group's performance. While I didn't require groups to meet outside of class, I welcomed their initiative in studying together. Throughout the semester, I sought feedback from students, for example, in the form of an anonymous feedback box on Moodle (linked to a Google form), or by asking students to provide feedback on their group work in their post-exam reflections.
What tasks did the groups have, and how did you scaffold effective group work?
The group tasks were designed to directly apply lecture topics, involving computational practice problems, analyzing abstracts or tables in academic papers, or brainstorming study designs. Before exams, we used group activities as exam prep, such as creating exam questions and crowdsourcing information for cheat sheets. I varied the tasks to leverage the strengths and expertise of different students. I also created online note catchers for groups to record their work and provided them with optional paper copies for note taking. Each group had to identify their own note taker and submit their note catcher at the end of class.
How did you evaluate group work?
After each class session, I would review the note catchers. These were not graded, but I used them to provide general feedback or highlight key insights or common misunderstandings in the next class session. Occasionally, I made a word cloud to visualize common themes in response to a topic. I also posted solution guides on Moodle and made it the students’ responsibility to access solutions there. The group work was intentionally very low stakes.
What kind of feedback did you receive from your students about the group work?
I received overwhelmingly positive feedback about the group work, with many students expressing appreciation for being able to collaborate and interact with their peers. Students shared that they “found the group work during lecture most essential to [their] learning [because] having the opportunity to consult with [their] group as well as ask Beth questions was where [they] really began to understand the topics,” and emphasized how “...interacting with other students helped give [them] more clarity on things [they] had trouble understanding.” On the other hand, I also shared with them that there were times when things didn't go as planned. I felt comfortable admitting mistakes and regrouping. I wanted to show them that challenges happen, and we can address them together. It was important for me to model that and let them know I believe in them and I'm willing to work with them.
What would you say were the main benefits of incorporating small group work into this large class?
I think there were certainly benefits for me. Teaching this class became more fun, joyful, and purposeful. It made me really think about what would work well in these groups. And I believe it really benefited the students. Many of them expressed surprise and gratitude for the opportunity to work this way. Most of them felt more connected and some even formed friendships. It was heartwarming to hear students say that I was the first professor who knew their name. The evaluations for this semester were much more positive than before, so it really improved the overall experience.
What considerations or tips do you have for other instructors interested in using structured group work in large enrollment courses?
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Don't be afraid to try something new, and then don't be afraid to acknowledge if it doesn’t work. Also, don't be too hard on yourself if things don't go perfectly. Be flexible, adapt, pick up, and move on.
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Explain why you're implementing group work as this goes a long way in getting buy-in from the students. Be explicit about the purpose and value of group work, and emphasize the benefits of collaboration and interaction.
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Design structured group activities that have students directly apply course content, and that leverage students' strengths, skills, and experiences. And have clear deliverables for groups, such as the note catchers.
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Establish a supportive and low-stakes environment.
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Create channels for students to provide feedback, allowing them to address any issues or challenges within the group dynamics.
Is there anything you would do differently in future iterations of this course?
Looking ahead, I plan to make a stronger statement about group work expectations in the syllabus to better prepare students. I also aim to structure group roles more explicitly, rotate responsibilities, and incorporate regular icebreakers and activities to build community. Additionally, I will focus on using what I learn from reviewing the groups’ note catchers to provide more targeted feedback to students. Since I will have graduate TAs attend class sessions, they will be able to facilitate discussions and better support the groups.