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INTRODUCTION
Rationale for the study
Since late 2019, COVID-19 has significantly impacted all facets of human society, including education School closures were implemented globally as a temporary measure to mitigate the pandemic's spread Vietnam's successful COVID-19 containment strategy involved strict controls across all sectors As school closures became prolonged, online learning platforms and alternative educational approaches emerged.
Blended learning, a mix of direct and online methods, existed before COVID-19 but wasn't widespread Online learning, distinct from blended learning, lacks face-to-face interaction, using technology to mediate the learning process This shift necessitates online lectures, presentations, discussions, and digital access to learning resources.
Online learning and group work are crucial during COVID-19, prompting investigation into postgraduate students' experiences and perceptions of online group work at a university in Hanoi This research aims to address common problems encountered in online group work and provide recommendations for improvement, benefiting teachers, students, and educators, particularly within the Vietnamese online learning context, to maximize the positive impacts of collaborative online learning.
Aims of the study
This study investigates MA students' experiences with online group work, exploring their perceptions and providing recommendations for effective practices, ultimately aiming to enhance the online learning experience.
(1) To investigate students‟ experience of group work activities in online learning context
(2) To figure out students‟ perceptions and suggestions for online group work to maximize students‟ productivity and enjoyment from both teachers‟ and students‟ perspectives
For teachers facilitating online group work and students participating as group members, this study suggests implications to enhance learning productivity and enjoyment, ultimately aiming to improve the overall online group work experience.
Research questions
In an attempt to reach the abovementioned objectives, this study was conducted to answer the following questions:
(1) What are post-graduate students‟ experiences of online group work in online English learning context?
(2) What are post-graduate students‟ perceptions of factors affecting online group work in online English learning context?
(3) What should be done to maximize online group work in online English learning context for teachers and students?
Scope of the study
This research investigates 43 English teachers' perceptions of group work within online learning at a university in Hanoi, Vietnam, focusing on M.A students majoring in English Language Teaching Methodology from diverse provinces and educational levels across Vietnam.
Method of the study
This research employed a case study design, utilizing questionnaires, observations, and interviews conducted online due to COVID-19, to gather data that was subsequently analyzed both quantitatively and qualitatively; detailed methodology will be presented in the corresponding chapter.
Significance of the study
The study is conducted with the expectation that findings will assist both teachers and students in maximizing the productivity and enjoyment of group work in virtual learning environment
For educators, this research offers insights into students' views on how online group projects affect their learning results It also suggests practical strategies and recommendations to boost output and satisfaction in online group assignments.
(2) For students, the research is expected to provide students with suitable strategies to improve their online group work productivity and enjoyment
(3) For other researchers, the results of this study can provide a basis for conducting further studies on the same area – group work activity in online learning context, especially in Vietnam
Research findings are anticipated to offer a comprehensive understanding of online group work, serving as a cornerstone for educators to optimize their online group work strategies, particularly within the Vietnamese context As online learning gains traction, investigating methods to improve online group work becomes increasingly relevant and crucial Prioritizing and expanding research into enhancing online group work practices is essential, recognizing the significance of group work as a fundamental skill applicable in both academic and professional settings (Dao & Le, 2020).
Design of the thesis
The thesis consists of five chapters as follows:
Chapter 1 introduces the study, outlining the rationale, aims, scope, significance, research questions, and design, thus establishing a solid foundation for the research.
Chapter 2 is the Literature Review, providing an in-depth review of the literature of previous studies related to the problem under investigation, some theoretical basis, and the niche of this paper
Chapter 3 is the Research Methodology, mentioning the methods and procedure of the study, research methods, data collection and data analysis procedure
Chapter 4 is about Findings, revealing results of three research instruments relating to MA students‟ experiences, perceptions and suggestions for improved online group work practice
Chapter 5 is related to Discussions, which further discuss and answer three research questions, as well as provide a strong foundation for concluding remarks at the final part of this thesis
Chapter 6 is the Conclusion of the study, summarizing the key points in the research and findings, as well as revealing the shortcomings of the research as well as proposing some feasible approaches and further investigation in the future to better guarantee the results of this research.
LITERATURE REVIEW
Group work and online group work
2.1.1 The notion of group work
Group work is a generic term that covers a mixture of techniques in which two or more students are required to complete an assignment by collaboration (Brown,
Group work, defined as learners collaborating to achieve a common goal (Richards, et al., 1985), facilitates deeper learning through more complex tasks (Monash University, 2021) This instructional approach is effective for the social construction of knowledge and skills (Vygotsky, 1978) and fosters language learning (Larcombe et al., 2013).
Group work skills are increasingly prioritized in schools due to their positive impact on student learning, retention, and overall university success (Astin, 1997; National Survey of Student Engagement, 2006; Tuan & Neomy, 2007) Collaborative skills enable students to handle complex problems, share diverse perspectives, and harmonize in diverse environments (Carnegie Mellon University, 2021) Studies show that group work fosters more natural and spontaneous communication, increasing students' activity levels and confidence in understanding topics (Chen & Hird, 2006; Yazedjian & Kolkhorst, 2007) Therefore, mastering group work is essential, significantly benefiting students' development.
2.1.2 The difference between online and offline group work activities
Online learning incorporates various strategies to optimize the learner experience (Bonk, et al., 2007), including group work to foster student autonomy and self-centeredness Online group work is conducted entirely online through team discussions, meetings, rehearsals, and presentations.
Online group work differs from the offline approach primarily in its execution, leveraging virtual learning and conference platforms like Zoom, Google Meet, and Teams for facilitation.
The traditional offline learning approach, characterized by direct interaction among team members, is considered effective due to enhanced non-verbal communication However, online group work has gained prominence, especially during COVID-19, due to its flexibility and efficiency As online group work maintains its convenience, addressing its drawbacks and leveraging its strengths is crucial for the future.
2.1.3 Advantages, Disadvantages and Challenges of Online Group Work
Online group work offers distinct advantages for students in online learning, overcoming physical location limitations and enabling cooperation without direct meetings Similar to offline group work, it promotes active, experimental, collaborative, and cooperative learning, enhancing the overall educational experience.
Online learning offers numerous advantages, including knowledge construction, enhanced employability, and improved problem-based learning skills, which benefit students' future careers Furthermore, online learning's flexibility and accessibility to teachers and resources make it manageable for students, while also reducing administrative tasks and expenses Ultimately, learners perceive flexibility, convenience, and learning enhancement as key strengths of the online learning environment.
While online group work offers several advantages, it also presents challenges that can hinder team performance Effective online group work requires educator expertise and can be more challenging than traditional settings due to a lack of face-to-face communication, potentially leading to feelings of isolation among students Success in online group projects necessitates commitment, regular communication for clarification and progress updates, and addressing competence gaps to ensure fair contributions from all members Communication challenges in online settings, relying heavily on text and lacking non-verbal cues, can lead to confusion and duplicated efforts Issues such as inappropriate group size, poor management, decreased motivation, social loafing, and free-riding can further complicate online group work Additionally, online learning can disrupt the learning process, particularly in subjects requiring immediate feedback and face-to-face interaction, and poses challenges for direct assessments due to potential misbehaviors during exams, technological infrastructure, digital competence, educational inequality, and heavy workloads.
Students‟ productivity and enjoyment
Student perceptions, as defined by Sidhu (2003), represent a student's viewpoint on their learning experiences, influencing how they process and respond to what they learn These perceptions manifest in various behaviors, shaped by their underlying values A positive learning perception fosters responsibility, while a negative one may hinder it (Brown, 1994; Wenden, 1991; Wright, 1987).
2.2.2 The notion and students’ productivity and enjoyment
In education, productivity links schooling processes with desired outcomes, where student productivity is seen as the beneficial results they achieve through various inputs Crucially, being productive enables students to efficiently tackle challenges, meet learning objectives, and boost their enjoyment and motivation in learning.
Core emotions like enjoyment significantly impact the learning process, fostering joy, creativity, and engagement Enjoyment in learning creates an optimal state of inner experience, leading to exhilarating feelings.
Csikszentmihalyi (2015) posits that happiness arises from feeling safe, valued, and engaged, fostering community through positive feelings and open communication Enjoyment and happiness, also known as positive impression or simply the felling of satisfaction, are said to have positive changes in studying, memory and social behavior, according to Henrnik and Jaworska (2018, p 508-514).
W Putwain et al (2016) believed that students‟ productivity and enjoyment are important as these concepts do not only play a vital role in education, but also in other aspects of life
2.2.3 The Factors Impacting Students’ productivity & enjoyment in Online Group Work Environment
2.2.3.1 Fun in online group work
In the era of COVID-19, fostering student productivity and enjoyment in online learning, especially in group work, is crucial as distance education gains prominence To enhance learning, students should experience joy through appropriate tools, physical well-being, optimized workloads, and a conducive environment Teachers can incorporate "easy fun" to spark curiosity and "hard fun" through challenging, goal-oriented activities Encouraging enjoyment involves practical social engagement among students and fun delivery by teachers, which positively influences student motivation and interest.
2.2.3.2 Research on online group work
Existing models often lack the specificity needed for diverse collaborative learning scenarios, and there is a need for models that guide online group work practices effectively To address this gap, a comprehensive model is required to explain the complexities of online group work, incorporating strategies and essential scaffolding to support meaningful cooperation among students.
Frechtling's model (2007), synthesizing literature and findings, encompasses inputs, processes, outputs, and outcomes of online group work, offering a strong foundation for designing and implementing online courses that effectively facilitate online group work activities.
Effective online collaboration hinges on several key factors that drive high-quality deliverables and positive group dynamics Encouraging factors include transparent communication, clear group processes, appropriate digital competence, and balanced workloads, all contributing to a sense of mutual contribution and substantive discussions Conversely, poor deliverables, inadequate interaction, insufficient digital skills, and issues like social loafing can negatively impact group work.
When implementing online group work, consider student heterogeneity to foster positive team dynamics (Graham & Misanchuk, 2004; Johnson & Johnson, 2009) Adequate technology is vital for meaningful interaction and knowledge acquisition (Bennett, 2004) Teachers should support positive group experiences through meaningful collaboration and task selection from the design stage (Jonassen, et al., 2005; Collis, 1998).
To optimize online group work and mitigate conflicts, fostering actively engaged communication among members is crucial, alongside scaffolding and consideration of emotional factors like a sense of safety.
Psychological elements and perception of wellbeing in collaborative group work are important in promoting collaboration, but these are often neglected The online instructor is vital in collaborative group work, which is a learner-centered approach Timely support and quality feedback are also needed for teachers or course designers to consider.
A conceptual framework that the researcher would like to mention is the framework used in “Investigating Factors Affecting Group Processes in Virtual Learning
Hazari & Thompson's (2014) framework reveals that social media use doesn't significantly enhance learning outcomes or satisfaction in virtual learning environments Effective teacher communication, interaction, and feedback are crucial inputs for fostering collaboration, leading to improved student satisfaction, performance, and participation Practical implications include assigning small groups, ensuring balanced workload distribution, and cultivating decision-making and problem-solving skills Student evaluation should emphasize reflective reports and team performance This paper will focus on collaboration factors and technology.
Figure 1: Conceptual framework for study of group behavior in virtual learning environment
Obviously, numerous factors contribute to students‟ productivity and enjoyment, all theories and frameworks would be a foundation for the research to design the questionnaire to examine in this context.
The importance of Technology in Online Group Work activity
Technology is crucial for online group work, but it presents challenges, especially for those lacking digital competence or facing poor technological infrastructure; common technical issues include unstable internet connections and outdated resources, with lack of internet access being a major obstacle for students in Southeast Asia, prompting initiatives like infrastructure upgrades in Vietnam.
"Connection and Computers for Children" initiative provided over 1 million computers and free online learning resources to underprivileged students during COVID-19, facilitating their online studies Technology enhances communication and cooperation, crucial for effective online learning, especially for remote group projects Consequently, online education and collaborative student work significantly improved during COVID-19 lockdowns, underscoring technology's vital role in distance learning.
Group size in effective group work - the “Ringelmann Effect”
Group size is a critical element determining a group's success Online group work becomes more challenging as the group size increases, making management harder.
The "Ringelmann Effect," or social loafing, describes the phenomenon where individual productivity decreases as group size increases Cooperation diminishes in larger groups, potentially leading to disengagement and dissolution, especially in online settings While Strong & Anderson (1990) suggest a group size of two to minimize free-riding, educational settings may find three to four students more feasible, considering factors like age, gender, and background.
Previous online group work frameworks
2.5.1 GAD framework: A framework for developing Effective Group Work Assessment
Shermin et al (2019) highlight the importance of Group Assessment Development (GAD) in characterizing group performance GAD offers a structured approach for selecting, designing, and implementing group assessments This framework emphasizes the crucial roles of both teachers and students in the successful implementation of group assessments.
For students, project activities are divided into three key phases: Planning, Project Execution, and Quality Assurance Collaboration is essential during the Planning and Quality Assurance phases, where students work together to achieve a common goal While the Planning phase involves preparatory learning activities, the Project Execution phase allows each student to demonstrate their individual academic competence and skills through assigned tasks.
Teachers select assignments aligned with the curriculum and students' abilities, designing assessments and providing guidance to help students navigate the GAD framework Common group learning outcomes, including group processing, positive interdependence, interpersonal skills, and peer interaction, are promoted through recommended in-class activities.
Figure 2: GAD framework: A framework for developing effective group work assessment
2.5.2 Vygotsky’s Zone of Proximal Development (ZPD) and Scaffolding
Lightbrown & Spada (2006) highlighted the importance of student interaction within the Zone of Proximal Development (ZPD) for effective learning Vygotsky (1978) defined ZPD as the gap between what a student can achieve independently and what they can accomplish with guidance, emphasizing that appropriate support within the ZPD can empower students to successfully complete tasks.
Scaffolding, a teaching approach related to the Zone of Proximal Development (ZPD), enables students to expand their boundaries with the help of teachers or advanced peers to achieve higher outcomes Effective scaffolding requires teachers to understand students' ZPD to adapt teaching methods, with group work being a beneficial strategy In online learning, instructors should encourage ongoing discussions in group projects to enhance cohesiveness and learning, and creating diverse groups with varied skill sets can facilitate peer learning.
Summary
This chapter reviewed some previous theoretical and conceptual framework relating to online group work activities The scenario of online learning in times of COVID-
This study explores the dynamics of online group work, highlighting both its advantages and disadvantages, particularly in the context of Vietnamese students' productivity and satisfaction It builds upon existing theories and frameworks to identify a specific research gap within the Vietnamese educational landscape.
METHODOLOGY
Case study research
3.1.1 Definition of case study research
Case study research is a practical approach supported by numerous studies and guidelines A case study holistically examines a specific entity (Johnson, 1992) While classifications vary, case studies are generally categorized in four main ways (Yin, 1984; Merraam, 1988; Stenhouse, 1985; Stake, 1994) Yin, Merriam, and Stake proposed three typical types of case studies.
Case study research, as proposed by multiple researchers, encompasses diverse types, including ethnographic, critical action, evaluative, and educational approaches, offering varied viewpoints such as exploratory, descriptive, and explanatory analyses, or intrinsic, instrumental, and collective case examinations.
Case studies, regardless of nomenclature, fundamentally explore a specific entity like a person, group, or event This approach is optimal for describing the case within its real-world context and understanding its complexities Furthermore, case studies effectively depict rich information about individual strategies for learning, communication, and adaptation within their environments.
Following established case study frameworks, such as those by Bassey (2009) and Stake (1995), is vital for research success A common research process involves identifying the problem, literature review, research question formulation, participant determination, data gathering instrument selection, data analysis, result indication, and proposing discussions and recommendations Defining the boundaries of the case study, as Stake (1988) suggests, is crucial as a case describes a bounded system.
The design phase is the most critical stage of a research method, enabling researchers to select cases, formulate research questions, build rival theories, and choose data collection and analysis procedures Defining the object of study, or the "case," is the most defining characteristic of case study research, requiring researchers to scope their study within a bounded context Boundaries also help researchers define what will not be included in the study; without limits to participants or time, the research does not qualify as a case study.
3.1.4 Rationale for this case study research
The case study design was chosen for its advantages in exploring MA students' perceptions of online group work at a Hanoi-based university The researcher, also a classmate, utilized flexible research instruments to gather data and identify practices for better online group work, adapting the typical case study steps to suit individual participants.
Participants
This study focused on MA students at a Hanoi university, examining their experiences with online group work within online courses Data was collected through questionnaires distributed to 43 students, in-class observations of group work, and interviews with two students to gain deeper insights into their perceptions of productivity and enjoyment in online group projects.
Vietnamese English teachers with experience in online group work since the COVID-19 pandemic offer feasible pedagogical implications.
3.2.2 A description of MA students’ online group work activities
Participants in this study had extensive experience with online group work through their MA program, providing valuable insights into their feelings, attitudes, and lessons learned Group work is a common practice, making the participants' experiences as both students and facilitators particularly relevant This research aims to address the inadequate understanding of online group work and improve the experience for both teachers and students.
Data collection instruments
Questionnaire is widely used and believed to be an effective research approach for collecting and providing structured and often numerical data (Wilson & McLean,
Questionnaires offer researchers a more objective approach compared to interviews due to standardized responses (Carter & Williamson, 1996), enabling quicker data collection from a large number of participants (Oppenheim, 1992).
Regarding the approach of planning a questionnaire, the researcher followed the guidelines faciliating 8 steps by Sellitz, et al (1976) (Figure 3)
Figure 3: A guide for questionnaire construction
A wide range of questionnaire types of questions is available; however, structured, semi-structured and unstructured questionnaires are more popular (Cohen, et al.,
Closed questions, including multiple-choice and rating scales, provide structured response options ideal for generating frequencies for statistical analysis (Oppenheim, 1992, p 115) Conversely, open-ended questions are valuable when exploring unknown answers or gathering diverse ideas from participants (Bailey, 1994, p 120) Open-ended questions allow respondents to elaborate, making them suitable for exploring complex issues that require detailed answers.
Pitfalls in writing questionnaires are also taken into considertion (Cohen, et al.,
Researchers should avoid leading, highbrow, and complex questions, minimizing irritating items, negatives, and double negatives to prevent bias Incorporating non-verbal items can enhance appeal, while the layout, covering letters, follow-up letters, and informed consent are vital for effective questionnaire design.
The researcher employed questionnaires for data collection, adhering to Sellitz et al.'s (1976) eight-stage planning process Ethical considerations were prioritized through informed consent Following revisions based on supervisor feedback and a pilot test with classmates, adjustments were made to improve organization, content clarity, and reduce redundancy Key improvements included a more engaging introduction and shortening the questionnaire based on feedback regarding its length and detail.
The questionnaire, comprising 18 questions in total, strategically combines closed-ended and open-ended items to gather comprehensive data on online group work perceptions Utilizing a Google Form design, the questionnaire incorporates dichotomous questions, rating scales, matrix questions, and multiple-choice options alongside open-ended prompts This mixed-method approach aims to (1) capture diverse opinions on various online group work viewpoints and (2) encourage participants to share their unique perspectives on online group work experiences during the COVID-19 pandemic.
Observation provides valuable insights into real-world social situations by offering firsthand data, which is more reliable than second-hand accounts It is useful for gathering data on physical, human, interaction, and program settings, focusing on events, behaviors, or qualities Observation can be applied through structured, semi-structured, and unstructured methods, making it a versatile research tool.
Researchers engage in observation with varying degrees of participation, ranging from complete immersion as an insider to being an informed observer To facilitate thorough observation, researchers employ various methods, including detailed notes, logs, diaries, context maps, scheduled entries, socio-metric diagrams, and debriefing sessions.
For participation observation, researchers often utilize established guidelines and templates to categorize information effectively In this study, an observation logbook and tailored checklists were created based on existing guidelines to capture both in-group and out-group dynamics The logbook documented the setting, timeline, and overall comments of online group work, while separate in-group and out-group observation checklists were designed to highlight specific features of each group.
Interviews are a flexible research method that leverages multi-sensory data collection, including verbal and non-verbal cues (Cohen, et al., 2007, p 349) Various interview types exist, such as standardized, in-depth, and focus group interviews (LeCompte & Preissle, 1993), with some researchers including exploratory interviews (Oppenheim, 1992, p 65) The interview-based research process generally involves thematizing, designing, interviewing, analyzing, verifying, and reporting (Kvale, 1996, p 88).
Kerlinger (1970) identifies fixed-alternative, open-ended, and scale questions as key item types in interviews, leading to a variety of response formats Tuckman highlights that these formats include unstructured responses, fill-in responses, tabular answers, scaled and ranking responses, alongside checklist and categorical answers, offering a comprehensive approach to data collection.
In this research, the author employed in-depth interviews, comprising a mix of close-ended and open-ended questions, to gain a deeper understanding of participants' viewpoints, adhering to Kvale's seven stages of interview implementation and ethical guidelines The interview questions were developed, reviewed by a lecturer, and piloted with two participants before finalizing the interview questions.
Ethical considerations in research necessitate a deep respect for individuals and their rights, demanding justice, beneficence, and non-maleficence Maintaining integrity, embracing diversity, and diligently addressing potential conflicts of interest are also crucial aspects of ethical research practices (Hinson, 2012).
Participants in questionnaire studies must not be coerced; their involvement should be voluntary, with the freedom to withdraw at any time (Cohen, et al., 2007) Informed consent is crucial, ensuring confidentiality, anonymity, and non-traceability to protect participant rights and maintain ethical research practices.
To conduct the classroom observation, the researcher obtained consent from both the lecturer and the students The lecturer received a consent letter via email, while the students were provided with a detailed explanation of the observation process in an informed consent document.
Interviews utilize informed consent and confidentiality to strengthen ethical dimensions, enhancing interpersonal interaction and understanding of the human condition (Cohen et al., 2007).
Data collection procedure
The data was collected from three different research instruments including the questionnaire, the interviews and observation
Following pilot testing and editing, the questionnaire was administered online, with the link included in the informed consent form provided to the participants The study aimed to include 43 students.
In an MA class, a questionnaire was administered online in the final week of courses to gather feedback on online group work experiences, both within the class and at the students' respective schools Prior to the survey, participants received a consent form via Gmail, followed by an announcement on the class's Zalo group, and a detailed explanation of the instructions in Vietnamese at the end of a lesson, ensuring each respondent completed the questionnaire only once.
The researcher employed observation using logbooks and checklists to assess group work in an Intercultural Competence Communication class Out-group observation was conducted on two days, while in-group observation, including preparation, occurred on the third day Data from the logbooks and checklists, along with lecturer feedback, were compiled for analysis of overall group performance.
Due to COVID-19 and school closures, interviews were conducted online via Zoom The researcher interviewed two participants, recording their answers for transcription, analysis, verification, and reporting in this paper.
Analyzing the collected data revealed key findings that can improve online group work for teachers, students, educators, and course facilitators, enabling them to leverage these activities effectively in the classroom.
Data analysis procedure
Data were gathered and analyzed from three main instruments including questionnaire, interviews together with observation
Questionnaire responses offered valuable insights into MA students' perceptions of online group work, informing improved facilitation strategies for both teachers and students Descriptive figures, focusing on percentages, were used to analyze the collected data.
Data from questionnaires, interviews, online group work logs, and checklists were analyzed using deductive and inductive methods, following established research practices (LeCompte, 2000; Merriam, 2002) Quantitative data from close-ended questions were converted into percentages using Microsoft Excel Qualitative analysis was applied to open-ended questionnaire items, interview responses, and conclusions drawn from online group work logbooks and checklists.
Following interviews, the researcher analyzed recordings and transcripts, transcribing participant responses verbatim and linking them to specific research questions for data interpretation The raw transcripts, preserving the teacher's exact words, were then categorized and analyzed to derive meaningful insights.
The combination of both qualitative and quantitative approaches were expected to better reflect the situation, which would be valuable to the research objectives.
Summary
This study meticulously outlines its methodology, encompassing the research design, participant details, and comprehensive data collection instruments like questionnaires, observations, and interviews The data collection procedure and rigorous data analysis process are also thoroughly described, ensuring transparency and replicability.
FINDINGS
Results from questionnaire
During the COVID-19 pandemic, an online questionnaire was administered to students, achieving an 86% response rate with 37 out of 43 expected participants taking part.
A questionnaire with 18 questions was used to gather MA students' perspectives on online group work The questionnaire aimed to address three research questions about students' perceptions and experiences with online group work practices The goal was to identify ways to enhance the efficiency of online group work based on student feedback.
4.1.1 MA individuals’ online group work experiences in virtual learning
4.1.1.1 The tendency of working in online groups of MA students
Most students enjoy online group work, with only 10% preferring to work individually While 25% of students like team work, the majority favor a mix of collaboration and individual tasks depending on the assignment type, showing a flexible approach to online learning.
Figure 4: The tendency of working form
Figure 5: The tendency of choosing team members
100% of participants expressed their strong preference for working with teammembers who they have already known and got used to cooperating with
Figure 6: Students’ favorite role in a group
A small percentage (11%) of MA students preferred team leader roles, with the majority favoring team member positions, while an equal percentage were flexible, adapting their role based on the situation.
MA students demonstrate adaptability by collaborating effectively in teams or working independently, depending on the task requirements, showcasing their ability to contribute as team members and adjust to varied assignments.
4.1.1.2 MA students’ engagement in online group work activity
Table 1 shows MA students‟ engagement degree in online group work in virtual learning
Table 1: The pattern of online group work engagement among
Team discussions saw high engagement, with over 85% of students actively participating, while decision-making involved roughly 75%, though with a notable increase in neutral participation Over half the participants affirmed their contribution to team progress, with nearly 80% adhering to agreed procedures, highlighting a strong commitment to team performance.
Group spirit is strong, with nearly 90% of members actively listening to each other; specifically, 57% responded "Yes" and 32% responded "Strongly Yes," indicating a high level of agreement Additionally, 16 out of 37 participants affirmed this positive group dynamic.
10 people chose this factor to be significantly critical in online group work, and up to 11 students have neutral feeling towards it
Students actively engaged in team discussions and decision-making, contributing to team progress and fostering a spirit of online group work, with the first three indicators being particularly strong.
4.1.1.3 MA students’ attitudes and experience in online group work activity
Table 2: MA students’ attitudes and experience in online group work activity
Table 2 reveals that MA students generally have a positive attitude towards online group work, viewing it as a beneficial tool for both team and individual achievement, with over 80% in agreement Team members reported sociable and friendly interactions, with over 50% fond of sharing within their teams However, a small percentage, around 10%, still expressed reluctance in sharing their feelings and opinions.
Next, regarding the effect of team members‟ workload, nearly 50% of students felt
While opinions on the impact of group member contributions varied, with some expressing neutrality or disagreement, a significant majority (over 60%) acknowledged that the performance of their group members directly influenced the quality of their own work Knowing the contributions of others fostered a sense of ease and collaboration in completing tasks.
While most MA students faced and resolved issues in online group work, a small percentage remained uncomfortable with negative experiences A significant majority found the task delegation process fair, which is crucial for avoiding team conflicts Over 70% were satisfied with team assessments and contribution evaluations, though some expressed disagreement or neutrality Finally, while nearly 70% enjoyed online group work and desired future collaborations, a notable portion held neutral or negative sentiments.
MA students generally support online group work due to its convenience, with common issues occurring infrequently.
4.1.1.4 MA students’ common problems in online group work activity
Figure 7: MA students’ common problems in online group work
were the second most prevalent problem, affecting over 50% of students Other significant issues included **poor communication, unequal contribution, and a lack of focus**, while **feuds were less common**.
4.1.1.5 MA students’ common approaches to deal with problems in online group work
To address challenges in online group work, this study employed an open-ended question, allowing participants to suggest solutions The responses were then categorized into five distinct areas for clarity and analysis.
Table 3: Common approaches to deal with common issues in online group work activity of MA students
A high response rate of 97.3% indicates the importance of addressing inconvenient group work issues Nearly half of participants favored team discussions to identify reasons and propose solutions, while others preferred individual talks or sharing Some suggested finalizing tasks first, then addressing issues with the team, considering sympathy or consequences Encouraging and positive approaches were deemed critical, alongside clear goals and rules to ensure alignment As a last resort, non-cooperative members could be reported to the monitor for potential exclusion.
Results from interviews
Interviews with a visually-impaired teacher and an English center instructor revealed insights into online group work Both participants shared experiences, with sessions lasting 15-20 minutes, focusing on four key aspects of online group work application Despite their different contexts, the results showed similarities, which were easily categorized and analyzed due to the limited number of respondents.
4.2.1 MA students’ experience of online group work
4.2.1.1 As a student in online group work
Question 02: What is your favorite role in online group work? Were you happy with the assigned role?
Question 05: Which activities of online group work did you enjoy most? Why? (team discussion, wrapping up, rehearsal, …)
Students favor group member roles due to personal characteristics but actively participate in discussions, often finalized by group leaders While generally satisfied, they sometimes face challenges as group leaders or with difficult tasks.
“When I deal with some challenging task, I turn to other teammates - luckily, I have chances to work with some teammates who are really close to me, to get more ideas
Or sometimes, I turn to the lecturer after reading the course book and other materials.”
Wrapping Up Activity (WUA) is the most engaging aspect of online group work for some students, facilitating comprehensive understanding and presentation readiness Conversely, others find Team Discussions (TD) more valuable for ensuring every member grasps the entire topic Ultimately, both WUA and TD serve the common goal of enhancing comprehension, problem-solving, and preparedness for presentations.
Question 06: Did you experience any problems working online in groups? If yes, how did you solve the problems?
Question 07: Share about you’re a group work experience you feel productive and unproductive
Online group work presents challenges for students due to subjective issues like personal schedules and objective problems such as unsupportive members and missed deadlines Students suggest team discussions to foster sympathy and understanding, which is crucial for overcoming conflicts and ensuring tasks are completed, even when members are passive or face personal challenges Familiarity among team members enhances productivity through mutual support and shared understanding, enabling them to tackle challenging tasks effectively.
B, she believed that the knowledge of team members and the willingness to support each other were critically important As a result, it was understandable that they would like to work with these teammates in other assignments However, unproductive experience is inevitable “Sometimes, when I have to work with some people who are not really responsible for their tasks Like I said, they disappear when we have group meetings Then, it is really hard to have that meeting done.”, student A said A phone call to ask for reasons and invite him/ her to the team discussions was the first solution, and appropriate solutions was determined by the team flexibly
4.2.1.2 As a teacher in online group work
Question 08: As a teacher, please share about your facilitating online group work activity in a classroom setting
Both teachers did not apply online group work in their teaching a lot As teacher A (student A) shared:
Vietnamese students show a limited enthusiasm for group work, often preferring gamified learning approaches Based on personal experience, students tend to exhibit fatigue and sleepiness in class, potentially impacting their engagement with collaborative activities.
- so I use some games to lift their mood up And as I work at an English center, I have some small classes - just 1, 2 or 3, so I just use games in class.”
The second interviewee shared the same idea as she is a freelance teacher with a group of students
4.2.2 MA students’ perceptions of online group work
4.2.2.1.1 About the online group work benefits
Question 01: In your opinion, what are the benefits of online group work?
Online group work offers significant advantages, primarily enhancing teamwork skills (TWS) and saving time (TS), as highlighted by respondents These activities foster crucial skills such as problem-solving, time management, communication, and learning autonomy, according to student feedback.
“Because we don’t need to go or waste time commuting - we can share ideas and get work done easily regardless of the space.”
Online group work offers significant advantages, including saving time and enhancing teamwork skills, benefiting both individual members and the team as a whole.
4.2.2.1.2 MA students’ perceptions of factors for effective online group work in virtual learning
Critical factors of efficient online group work activity will be mentioned in this part with two questions as following (Figure 22)
Question 04: What skills do you believe are vital in online group work?
Question 05: What roles contribute to the online group work productivity & atmosphere?
Figure 22: Interview sample questions part 5
Effective online group work relies on vital skills that enhance its benefits Problem-solving skills (PSS) and time management skills (TMS) are essential for successful collaboration Supportive, sympathetic, and responsible attitudes are highly valued within online groups, fostering a positive and productive environment.
In our team, effective time management is crucial due to members' diverse schedules, including one balancing motherhood and late-night meetings To accommodate her responsibilities, we prioritize efficiency, ensuring meetings are productive and flexible to suit everyone's availability.
Online group work productivity hinges on differing views: some prioritize punctual and responsible group members, while others emphasize the group leader's role in fostering a positive atmosphere and driving success.
Question 09: Based on your experience, what do you think are the critical factors for effective online group work application in classes?
Figure 23: Interview sample questions part 6
Teachers recognize the benefits of online group work for students, especially in developing practical listening and speaking skills Activities like pair work, role-plays, and group discussions on platforms like Padlet are suggested to enhance collaboration and grammatical practice They would like to apply online group work in their lessons if their students are older or the number of students is about 8 to 10 in total.
Successful online group work hinges on two decisive factors: a reliable internet connection (INC) and learners' autonomy (LNA) A stable INC is crucial as it facilitates seamless online interaction, while LNA empowers students to take ownership of their learning, especially when direct teacher supervision is limited in the online environment.
4.2.3 MA students’ suggestions for ineffective online group work in online learning
Ineffective online group work experience of these two respondents was mentioned with common problems and suggestions Three questions with several sub- questions were used (Figure 24)
Question 09: Based on your experience, what do you think are the critical factors for effective online group work activities in class?
MA students emphasized the importance of support, responsibility, and punctuality in online group work, highlighting the need for knowledgeable partners who can assist each other Students appreciate challenging yet achievable tasks, suggesting that instructors provide clear instructions and detailed guidelines to aid in material selection, ultimately enhancing the online collaborative learning experience.
Question 10: What do you think you have learned for a more productive online group work experience as a teacher?
Teachers' preparation and support are crucial for effective online group work, including detailed explanations, guidelines, and equal opportunities for students to share ideas Visiting virtual rooms provides immediate support, and utilizing platforms like Padlet, Quizzes, and Quizlet enhances interaction and confidence.
Results from observation
During the participation observation process, researchers utilized logbooks and observation checklists for both in-group and out-group team members, ensuring comprehensive data collection Informed consent was obtained from the lecturer and students in advance to adhere to ethical guidelines The logbooks meticulously documented each session, while observation checklists, enhanced with comments, facilitated the analysis of various categories In-group and out-group observation checklists, supplemented by relevant details from the logbooks, will be discussed to provide a comprehensive understanding of the observed dynamics.
The researcher actually used the scale to rate two first parts, for comments, she coded and categorized the answers into different parts for analysis
In a study of MA students' presentations in an Intercultural Competence course, Table 12 reveals effective coordination, with most teams ensuring a smooth flow by introducing members and clarifying roles, which are key elements for successful intercultural communication and teamwork.
Table 10: Coordinating activities among MA students’ out-group work performance
Observed groups demonstrated strong leadership, clear role allocation, and mutual understanding, fostering excellent team support Presentations featured effective handovers and reiteration, while approximately 70% of teams reported awareness of priorities, key events, and updates, indicating good communication and project alignment.
4.3.1.2 The overall online group work rating and assessment
All six teams demonstrated fair task distribution, well-prepared performance, and good collaboration, with a third highlighting the contribution of effective communication to mutual performance The remaining teams indicated a close relationship among these factors, mirroring the observation that fair and collaborative distribution among team members led to well-organized and smooth performance However, a third of the teams were still developing these collaborative skills.
Table 11: The group rating & assessment among MA students’ out-group work performance
Lecturers provided feedback instead of scores, offering neutral evaluations of student presentations Despite minor technical, timing, or distribution issues, the lecturers found the presentations well-prepared and informative, highlighting the students' efforts and knowledge.
Figure 26: The out-group performance scoring
4.3.1.3 Comments on the overall online group work performance
The researcher categorized the performance of six groups in the ICC course into five aspects, focusing on observations during online presentations A noticeable strength was the smooth flow exhibited by most groups, and half demonstrated mutual understanding and support among team members However, some groups struggled with comprehending each other's contributions, leading to inconsistencies Time management was a significant issue, with all groups exceeding the allotted time, impacting subsequent presentations and indicating a lack of rehearsal.
Uneven task delegation poses a significant challenge in team collaboration, with nearly half of groups experiencing unequal distribution of responsibilities and potential dominance by certain members.
Technology serves as a crucial bridge between teachers and students; however, a poor internet connection can significantly dampen audience engagement and undermine presenter confidence Connectivity issues, such as disconnections and breakups, disproportionately affect some groups, hindering the overall learning experience.
Table 12: The researcher’s overall comments of MA students’ out-group work performance
Table 13: Average presentation time of 6 groups
Student attendance decreased after each presentation, possibly due to limited interaction between presenters and the audience.
The researcher noted strengths in group presentations, including clear ideas and mutual support, but also weaknesses such as individual responsibility over teamwork and unequal task distribution, impacting overall understanding and fair evaluation Addressing these issues through more meetings, rehearsals to manage time and technical problems, and fair task allocation is crucial for improving online group work.
These above are some evaluation, comments and recommendations of the researcher about out-group work of six groups in ICC class
In-group observation within the researcher's team, who had prior collaborative experience, was conducted across six stages, documented in a logbook timeline The observation included three online meetings and a final presentation day.
The session is structured in two key stages: preparation and presentation The observation checklist is divided into four parts, focusing on preparation and presentation date.
Team members effectively exchange information, discussing case plans and relevant details, with the team leader consistently sharing information and justifying actions, demonstrating thorough preparation.
Table 14: In-group observation – The timeline of online group work process
A required the team to collect data for submission for the lecturer
We uploaded the articles on gg drive
B emailed the lecturer to consult the articles
The lecturer agreed all articles
We decided to see all articles collected by 3 members and chose the best one
8.35pm: We finalized the article
8.45pm: We made the outline & delegated the task
9.05pm: We set the deadlines
Team members were required to submit the first draft
Other member looked at different draft versions, commented (ask on Zalo) and prepared at least 2 questions for other members‟ part
8.30pm: Rehearsal session (25 mins) 8.50pm: Q&A session &comments 9.10pm: Notices for tomorrow presentation Friday, 26/11/2021 9.30am: A started introducing the team members & our content
9.38am: The teacher asked a question A answered This is a quite simple question
9.43am: C started with Methodology & Data analysis No questions from the teacher
9.52am: B finalized the presentation with 3 lasts parts No questions from the teacher
Before the meeting, the researcher actively urged team members to collect data for lecturer approval, with each member selecting at least two articles The team operated without a designated leader, emphasizing equality and mutual purpose, which fostered active engagement in strictly arranged discussions The team did not require any reassessments Clear case documentation was maintained via a Google Drive folder and a Zalo group for continuous communication.
Table 15: In-group observation – Exchanging information
Team members fostered a supportive environment by leveraging familiarity with each other's learning styles gained through collaborative assignments This fostered empathy and mutual support, with all teammates actively participating without a designated leader, and selecting tasks based on individual strengths Open communication channels further ensured balanced workloads and continuous encouragement within the team.
Table 16: In-group observation – Supporting others
Table 17: In-group observation – Using authority and assertiveness