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Groupwork in a HyFlex Teaching Environment

Notice: If you are looking for resources on HyFlex teaching, please visit our Teach HyFlex Page

Below will give you some ideas on how to do groupwork in a HyFlex environment.

Groupwork in HyFlex classrooms can be set up using different methods. It may seem somewhat challenging but is so rewarding.  Group activities create more opportunities for students to engage in critical thinking, collaboration, problem solving and communication. All of these promote student learning, achievements and success.  


What can groups do?

  • Work through complex concepts as a team, relying on experience and knowledge from peers
  • Learn communication skills in navigating conflict and change 
  • Question each other to gain better understanding and develop alternative solutions 
  • Discuss and reflect on thoughts and understanding

What are common challenges?

  • An assertive member may dominate the discussion. Include group peer assessments and scoring for some projects to lessen the impact on one individual.
  • May be pressure from the group to use the majority response rather than being open to discuss questioners. Changing roles in groups can help to manage this. 
  • It takes more time to work together than alone, though the end results are deeper in understanding. 
  • The most common complaint is that one or two students do all of the work. Designing assignments for equal input from all group members is important

How can groups work in a Live HyFlex classroom?

  • During class
    • Have students log into Blackboard groups during class 
    • Use the group wiki or journal to work through a class exercise 
    • Mix up the group members to include remote and classroom students
    • Include a group discussion forum for the think-pair-share type of activities 
  • Outside of class 
    • Continue the classroom discussion/activity to bring the results to next class 
    • Assign the group a project, including a recorded presentation. Post the recording in the class discussion forum, VoiceThread, blog, or other tool and ask the class to watch and comment on several of the presentations. 
    • Use group peer assessment for a writing project each student works on independently. This provides students with the experience of providing constructive feedback to others. 
    • Provide guidance on how the student can manage their groups; assign roles, group contract, plan and assessment. 
  • Breakout rooms in the videoconferencing tool you have selected 
    • Bb Collaborate Ultra – assign students to breakout rooms during each class session, when needed 
    • Zoom – pre-assign students to groups prior to class, retaining same groups all semester 
  • Group activities  
    • Think-Pair-Share  
      • Pose a question for the students to “think” about 
      • Break the students out into 2-3-member breakout rooms, giving them time to “pair” and discuss 
      • Close the breakout rooms and bring the students back. Call on random groups to have their reporter “share” their discussion 
      • Prior to class post the question in a discussion forum to continue the conversation with the class as a whole (including asynchronous, as needed) and for the group reporters to post their “sharing” comments 
    • One-Minute Paper (Angelo & Cross Classroom Assessment Techniques)  
      • Breakout room members (same as Bb group members) take 1-2 minutes to complete a KWL exercise independently.  
      • Take their notes and create a wiki chart to write up the responses from all the members. Are there commonalities? Are the answers very different?  
      • When breakout room time ends have the reporter for the group ready to share their work to the class. KWL Activity – what I Know, what I Want to know and what I have Learned.  
    • Find Additional Examples in Kevin Kelly’s PhilOnTech blog post on COVID 19 Planning for Fall. More available in Google docs with a Creative Commons sharing license for others to use. 
    • Stump your Group   
      • Students design a question to try to stump their peers 
      • Group votes on what the best stump question was and shares with class when breakout rooms close 
      • Post on Discussion Forum to include asynchronous students and share with the class. Not all groups will be able to share their voice during class. 
    • Debate   
      • Group selects spokesperson to debate other group (prep outside of class) 
      • Role-playing debate 
    • Polling – TurningPoint Web, Zoom or Collaborate 
      • Ask 4-5 questions based on the current lecture or previous day’s work 
      • Have students, independently, respond to the questions (have them write down their responses) 
      • Break the students into groups to discuss their answers 
      • Close the groups and run the poll again 
      • Compare and discuss the first poll – discussion – last poll. What changed? Why? 
    • Problem Solving or Case Study – discussion and final report, individually or as a group

How can groups work outside of class?

  • Bb Groups – created by instructor with a variety of tools available to the students
    • Bb Collaborate 
    • Blog, Discussion, Journal, Wiki 
    • Email 
    • File exchange 
    • Voice Thread 
  • Zoom – once logging in for the first time (NDSU Zoom Login), each student has a Zoom account to schedule their own group meetings  
    • Tools available 
      • Whiteboard 
      • Audio & video 
      • Chat 
      • Screen sharing to work on a group paper/assignment together 
    • Informal Groups 
      • Study groups 
      • Practice presentations 
      • Sharing class notes

Additional Resources

Eberly Center, Carnegie Mellon University – What are the Benefits of Group Work? 
Group Work: How to use Groups Effectively
Center for Teaching, Vanderbilt University




Keywords:HyFlex, NDSU HyFlex, remote, remote teaching, online teaching, hybrid, group work, groups, web conferencing, LMS, Blackboard,   Doc ID:104979
Owner:Sharley K.Group:IT Knowledge Base
Created:2020-08-14 17:15 CDTUpdated:2020-08-24 14:36 CDT
Sites:IT Knowledge Base
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