Group Dynamics in Online Discussions

Students come together in tutorials and in online teaching to work on common tasks and for agreed purposes. During this process, relationships are established, there is the development of identity, cohesion and trust and sharing of ideas that make learning possible. Whilst every group of students is unique, behaviour is not random. Behaviour, relationships and interactions can be understood, anticipated and influenced.

Preparatory work: The success of any online group depends on clear statements about the topic, tasks and assessment requirements. As part of this preparatory work, it is necessary to outline your role and involvement as teacher in the online classroom. Your leadership can influence group cooperation, cohesion, creativity and positive attitudes to learning. In all preparatory material emphasise the collaboration between students.

Beginnings: This stage is critical. It may be the student’s first experience of the online community, the first opportunity they have to meet other students and reveal something about themself. Academics will have several tasks – to establish the social and emotional climate and engage the students in learning and to anticipate the fears and anxieties that students may have at being involved in online discussions, bring these fears into the open and attempt to dispel them. Teacher can achieve these tasks in the following ways:

• posting a welcome from yourself with an introduction to the topic
• provide some additional information about the group tasks or reinforce previous messages
• anticipate any feelings (fearful about participation or not wanting to be the first person to start the discussion)
• anticipate and have a strategy for late enrolled students for when they join the online discussion group
• ask students to introduce themselves and say what they hope to get out of the topic
• respond quickly to any questions that arise and
• make links or connections to the issues raised by students in the online discussion.

Unity: Students are now beginning the task of working together. Initially the conversation will be polite and professional. Conflict and disagreement will be minimal although some students may want to discuss group norms for working together as a collaborative learning group. Be aware of the underlining concerns of students at this stage. They may wonder who is the most important or influential person within the group, what are the limits and boundaries in the discussions and how you will handle conflict or taboo issues if it should arise. Conversations may be directed to the group facilitator or authority figure rather than to other group members. Share all relevant responses with the group as a whole and encourage the group participants to do the same. Some of the specific tasks include:

• Clarifing the purpose of the discussion group (if necessary)
• Identifing any personal needs or impediments that may inhibit the work of group (a student going off line at a critical time in the semester
• Valuing individual students both intellectually and emotionally
• Getting the group to discuss some group norms or netiquette. Alternatively provide a web link of do's and don't of bulletin board discussions.
• Fostering development of trust and consistency.

Disunity: At this stage students are engaged with the topic material and in conversations, which far exceeds requirements. Monopolising or dominating students are known. At this stage, students may begin to take greater risks in their discussion or communication with each other with unanticipated consequences. Divergent views emerge. Some students may tolerate, protect dissenters or challenge such divergence. Staff should look for actions that will disrupt the group. These include:

• Absence or lateness in responding to issues
• Silences
• Avoidance of particular issues
• Dropping out of the topic

Whatever the issue, firstly try to understand what underlying needs and motives the student's behaviour represents. For example avoidance may mean that the student has a fear of being rejected by peers. When you understand the students' needs it is then possible to re-engage these students. Check to see if students are lurking and if necessary make private contact by email.

Disunity can also occur because of

• Verbal abuse
• Development of sub groups
• Belittling other students
• Blaming
• Direct attack
• Provocation
• Searching for inconsistencies in the way the leader responds to participants' behaviour

When these issues arise, it is once again necessary to understand why these actions are taking place. You will then need to decide on the timing of your intervention and when you allow the situation to continue in the expectation that other students will deal with the matter in their discussion group. It may be necessary to permit what is happening to occur. You do not have to intervene in divergent views or act in an authoritarian way. It may be necessary for the interaction to develop a little before you can work out what to do. Some ways to handle disunity include

• Asking other students why they are allowing this situation to develop
• Asking the group to help you look at what is happening

Confrontation and conflict: Conflict and confrontation are an inevitable part of group work. Some groups can continue to disagree and act respectfully with each other whilst in other groups disagreement can lead to confrontation. Behaviours that can lead to conflict include blaming, dominating, isolating, persecuting or critiquing individuals rather than arguments. The teacher and other students might attempt to reconcile differences, praise individuals, relieve tension and encourage individuals to relieve tension. It may also be useful to encourage students to detach or let go of strongly held views so that you can explore and understand other ideas.

Working in difficult situations: There will be many situations that require you to intervene at some stage. These difficulties can occur because one student dominates, gets stuck or remains a cynical remark. In responding to dominant people, acknowledge what is happening and make it a group problem with consequences for the group. Do not allow an individual student to be seen as the problem. Highlight the process by which it came about and introduce management processes so that this will not happen in the future.

Disharmony and harmony: Throughout these two stages participation remains strong although there is the likelihood of temporary dropouts, which is disturbing for other students. This results in a shift in group interactions and can lead to disharmony. Harmony also occurs as students engage at a more personal level about issues that may not be related to the course material. In an online environment, students may use a bulletin board café or private email to support each other or exchange ideas. This additional communication creates harmony between the group.

Performing: Towards the end of discussion groups, students develop a deep regard for each other and their work. Students will use this stage to reflect on their learning and the ways in which they have worked together. There may be some reluctance to leave the discussion. Some may act with surprise that the group is going to end and at worst actions might be destructive towards the teacher or other students. The role of the teacher is to ensure that tasks are completed. Draw attention to any unfinished business. Take time to celebrate the ending of the group with concluding comments about the activities completed, a synthesis of material covered, elaboration of the quality of the interaction and the learning achieved.