Challenges and serendipities: group working under conditions of social distancing and dual modes of delivery

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The challengeAs part of a Bioscience foundation year, where our students were expected to be on campus for certain activities unless they had specific extenuating circumstances, it was vital that students who were online at the same time had an equitable and undiminished experience to those in class.In our foundation year, group work capabilities are a key learning outcome.We all know how vital group work can be to the learning experience (Riebe, Girardi and Whitsed, 2016) and there is evidence that it can be enhanced using technology and social media (Crook, 2013).But how effective is group work when some students are online and others are in the classroom?Walker et al. (2020) discuss the importance of interpersonal team processes, including communication, managing different personalities, and developing trust and commitment to the team, as key to good group work.Whilst this is possible online, as demonstrated by Falls et al. (2014), it may be easier in person.The challenge of giving the same group work experience for students in class as for those joining us online was not always successful in our experience.This short piece will focus on three approaches to the above challenge and discuss the reasons we took these approaches, what worked in our context, what did not, and why we believe this to be the case.We will end on a short set of recommendations that we will be taking forward in our teaching practice. Hopkins and SurendranChallenges and serendipities: group working under conditions of social distancing and dual modes of delivery

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