Hybrid Learning Guide for Faculty

When forming student groups for problem-based learning projects, keep the following guidelines in mind:

1. Avoid self-selected, long-term groups: Allowing students to choose their own groups often reinforces cliques and leads to off-topic side conversations.
2. Be mindful of gender balance: Avoid placing one or two females in a male-dominated group, as males often dominate in such settings.
3. Use long-term groups for major projects: Extended collaboration builds group loyalty and improves teamwork skills.
4. Match group size to the task:
   • 3 members: Ideal for math and science tasks with one correct answer and multiple solution paths.
   • 4 - 5 members: Best for open-ended tasks requiring brainstorming, interpretation, or problem solving.
   • 7+ members: Effective for tasks that benefit from multiple, diverse solutions. 

5. Assign roles: Giving each member a specific role helps keep the group focused and organized.

If you have not previously used group learning activities such as problem-based learning, here are some basic management tips to help the process be smoother and more predictable for you:

• Start small: Expect some aspects of group work to need adjustment. Be prepared to revise and refine your approach over a few semesters.
• Use a criterion-referenced grading system*: This type of grading evaluates students against predefined criteria, not against each other, giving every student and equal chance to succeed. 
• Explain you rationale: Introduce problem-based activities by explaining why you're using them and how they help students achieve course learning outcomes.
• Give specific, structured tasks: These tasks should require an end-product or solution at the end of the assignment.
• Set clear deadlines: Use time limits and stick to them (e.g., "Spend 20 minutes identifying ten key questions your group must answer to solve the problem").
• Assign roles: Ensure each group member has a specific role to keep everyone engaged and focused.
• Use the “three-before-me” rule: Have students consult at least three peers before coming to you with questions. 
• Establish noise and order guidelines: Only one person should speak at a time within each group to ensure everyone can hear and contribute.
• Assess progress after each session: End group activities with a quick check of progress (e.g., each group shares what they accomplished or learned).

*Criterion-referenced grading evaluates students against specific, predefined outcomes, rather than comparing them to peers. For example, when grading references for a project, criteria might include whether sources are unbiased, relevant, reliable, peer-reviewed, and varied (e.g., books, articles, websites). The focus is on quality, not quantity.

Reference: Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors. Jossey-Bass.