Supporting student collaboration in online breakout rooms through interactive group activities

David Read, Stephen M Barnes, Oliver Hughes, Iveta Ivanova, Annabelle Sessions, Paul J Wilson

Abstract


Many instructors globally reported a lack of engagement in synchronous online sessions during the Covid-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with details of the evaluation of their impact. Key findings were that a majority of students reported enjoying the tasks and felt that they improved their learning during online sessions.

Keywords


Blended learning; Online learning; Active learning; Peer learning; Group work

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References


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DOI: https://doi.org/10.29311/ndtps.v0i17.3946

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