Collaborative group work: university students' perceptions and experiences before and during COVID-19

Area of Science:

• Higher Education Pedagogy
• Online Learning Environments
• Collaborative Learning

Background:

• The COVID-19 pandemic necessitated a rapid transition from in-person to online instruction in higher education.
• This shift significantly altered traditional pedagogical approaches, particularly affecting collaborative learning activities.

Purpose of the Study:

• To investigate the impact of the transition to online instruction on undergraduate students' group work experiences.
• To compare perceptions of collaborative learning in pre-pandemic in-person settings versus during the pandemic's online format.

Main Methods:

• A survey was administered to senior undergraduate students.
• Data collected compared perceptions of group work during the fall term before COVID-19 restrictions and one year into online learning mandates.

Main Results:

• Students reported more group work assignments but less favorable experiences regarding efficiency, satisfaction, and motivation during online learning.
• Friendship formation positively influenced group work perceptions both before and during the pandemic.
• Anxiety was linked to negative perceptions of group work exclusively during the pandemic.
• In-person instruction was rated higher than online for work quality and learning outcomes, despite student familiarity with online tools.

Conclusions:

• Online learning environments present challenges to effective group work in higher education.
• Social interaction and relationship building are vital components for successful collaborative learning, irrespective of the instructional format.
• Instructional design for online courses should prioritize interactive and social elements to enhance student engagement and learning outcomes.