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One challenge is students' interpersonal conflicts with their group members - which then affects their individual contribution and the group's overall quality of work.
- Nasihah, YIJC

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How can we use ICT tools (i.e. ICT-enabled pedagogies) to facilitate peer feedback as a step towards building self-directed learning? Any examples of tools and/or pedagogies would be appreciated.
- Nasihah, YIJC

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Sometimes the quality and quantity of a particular member's contribution may not be seen by other members as adequate.

-Sheila, HCI

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Students are more concerned about getting work done or getting it right then truly listening and exploring each other’s ideas, views and contributions. Very often, group discussions become a division of labour when each member focuses on one question/aspect/feedback or even when told to focus on one thing, it is a combination of all their individual thoughts rather than a synthesis of their thoughts after discussion and debate.

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It is challenging when one member in the group has special needs, for instance, ASD or ADHD. Some of these students, due to their conditions, may exhibit traits like selective mutism, hence getting them to communicate with their group members might not be easy.
Soo Yee, RI

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Not all members are willing and able to contribute on the same level and quite frequently, there will be conflicts in the group especially when there are different working style and there isn't a proper checklist for monitoring each group member's task.

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I would like to know if there are appropriate ICT tools to facilitate not just group discussion but also to ensure accountability among the group members.

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It is challenging to assess and hold students accountable for "equal contribution" and "ability to work well collaboratively" as there are no repercussions within the assessment criteria. Yet, these are relevant and important skills which affect group dynamics, quality of work and future workplace etiquette.
Zulaiha, EJC

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Beyond tracking of contributions to written work, are there ICT tools which can be leveraged to check on student's contributions and how they communicate with their peers?
Zulaiha EJC

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One challenge is getting all students to have ownership of their project on an individual level, such that they can contribute collaboratively towards their group's project.
- Pauline, YIJC

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One challenge is the management of group conflict. As different group members work at different pace and style, it is difficult to make everyone understand. The lack of communication in the group can also be a contributing factor.  Some might also view feedback as being personal and hence affecting the group's morale.

- Xiangting, JPJC

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Deciding when to take action. To balance between group empowerment and teacher intervention. (Suyin - MI)

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Do share some pre-emptive strategies to help students better navigate collaborative learning. (Suyin - MI)

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Some students are very quiet and reluctant to contribute. There are also free riders who can do OP well but contributed nothing to the group and get better grades as the PW assessment rubrics is flawed. This sets a very bad example of collaboration.
SAJC/ Jae

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Empowering students to take the initiative (decide on the research direction etc) rather than relying on the ST to provide the prompt on what to do

Hoeping / NJC

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When I have 2 strong students in a group, conflict can arise because they have different opinions on how to go forward. This is why group formation is so important, beyond managing the weaker students, even strong and conscientious students have to be taught how to communicate respectfully.

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What are some useful tools we can use to help us form effective groups? Sue Ling SAJC

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Groups comprising of members with diverse abilities

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Groups comprising of members with diverse abilities

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The high-needs (low ability) students in a group may not be able to contribute (in terms of ideas and completing the tasks assigned). This creates an obstacle for collaborative learning to take place when the low-needs (higher ability) students merely take over the tasks in a rush to meet deadlines.

Huey Nee, MI

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Getting students to meaningfully extend the discussion from what they have shared / brought to the table initially. Students often leave it to the tutor or group leader / vocal person in the group to make sense of the information and set direction for the next step ahead. They also get caught up in conflict with regard to things like writing style / organisation / quality of research, some of which takes quite a bit of negotiation and is difficult to accomplish online.

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balancing between letting the group form bonds naturally and also navigate through the challenges on their own, vs us stepping in as teachers when we sense that they are not working together as we had envisioned.
- Qiao Le, MI