This session examines the relevance of how giving students the option to choose their groups and topics impacts their online learning experience.  The discussion will center on how choice supports collaboration, engagement, and a sense of connection. Participants will leave with practical strategies to apply in their own courses. 

Overview

Online learning has reshaped the educational landscape by offering flexible access to content and instructors, but it continues to present challenges when it comes to building engagement and fostering a sense of connection. One widely used strategy for addressing these challenges is group work. Group assignments are often intended to simulate in-person collaboration, encourage peer learning, and create a sense of community. However, the formation of these groups is typically handled as a logistical detail, with little attention to how it might influence the quality of the learning experience.

This session explores the role of group formation as a pedagogical decision in online learning environments. It focuses specifically on the use of student-selected groups and topics, contrasting this model with traditional instructor-assigned groups. The central question guiding this session is: How does student-selected group formation affect engagement, motivation, and learning outcomes in online courses?

Relevance to the Community

The topic is especially relevant to educators, instructional designers, and course developers working in both synchronous and asynchronous online learning. As many look for ways to improve interaction, personalize instruction, and support student-centered learning, the structure of group formation offers a practical and often overlooked area for improvement. This session presents a model that supports learner autonomy, builds community, and encourages meaningful collaboration—goals that align with broader shifts toward equity, inclusion, and student engagement in online education.

Theoretical Framework

This session is grounded in two key theoretical frameworks: Self-Determination Theory (SDT) and Collaborative Learning Theory (CLT).

Self-Determination Theory (Ryan & Deci, 2000) posits that students are most motivated when three basic psychological needs are supported: autonomy, competence, and relatedness. In learning contexts, these needs influence students' willingness to engage, persist, and take intellectual risks. By allowing students to select their own groups and topics, instructors can support autonomy and relatedness, which in turn increases motivation and satisfaction.

Collaborative Learning Theory draws on constructivist views of learning, particularly Vygotsky’s (1978) concept of the Zone of Proximal Development. This theory emphasizes that students learn best when working together toward shared goals, especially when those tasks are slightly beyond what they could accomplish on their own. True collaborative learning involves students actively constructing knowledge with one another, rather than passively receiving information. Instructors play the role of facilitator, designer, and supporter rather than director or manager (Kirschner, 2001; Oyarzun & Martin, 2023).

Benefits of Student-Chosen Groups

When students are given the opportunity to form their own groups and select topics of interest, several key benefits emerge:

• Increased Engagement  -  Students are more likely to stay motivated and participate actively when they are working with peers they trust and on subjects they care about.

• Enhanced Collaboration - Self-selected groups tend to communicate more effectively and resolve conflicts with greater ease. Familiarity and mutual interest can improve the flow of interaction and support productive teamwork.

• Greater Ownership of Learning - Giving students the opportunity to shape their learning environment encourages autonomy. According to Self-Determination Theory, this sense of control supports motivation and persistence.

• Diverse Perspectives - When allowed to pursue topics that reflect their interests, students often bring unique insights and perspectives. Bandura’s Social Cognitive Theory supports the idea that agency and self-efficacy play key roles in shaping group participation (Schunk & DiBenedetto, 2020).

• Stronger Community - Moore’s (1997) Transactional Distance Theory highlights the importance of learner-learner interaction in reducing psychological distance in online learning. Meaningful peer connections improve engagement and build social presence, which enhances the overall learning experience.

Challenges and Mitigation Strategies

While student-chosen groups offer many benefits, they are not without risks. Without structure, this model can lead to uneven group formation or exclusion. Students may gravitate toward familiar peers or unintentionally leave others out. Group dynamics can suffer if expectations are unclear or if roles are unbalanced.

To address these concerns, the following mitigation strategies will be discussed:

• Provide clear guidelines about how to form and manage collaborative groups, including suggested timelines and decision-making frameworks.

• Use pre-course surveys or interest inventories to help students find potential collaborators with shared availability or complementary skills.

• Monitor group dynamics regularly and offer opportunities for reflection and feedback.

• Introduce rotating roles, peer evaluations, or structured check-ins to ensure that contributions are equitable and that all students remain engaged.

The goal is not to remove all risk from student-led collaboration, but rather to create a structure that supports autonomy while ensuring that all students are included, respected, and challenged.

Session Structure and Interactivity

This session includes a strong focus on active participation and reflection. The structure includes:

• A brief introduction to relevant research on learner autonomy, group dynamics, and online collaboration.

• Two case examples from real online courses, one synchronous and one asynchronous, where student-chosen groups were implemented. These examples will include lessons learned, both successful and less successful outcomes, and practical adjustments made during the course.

• Scenario-based prompts that ask attendees to reflect on their own current practices and challenges in group formation.

• Live polls to gather perspectives from the room and surface areas of shared interest or concern.

• Small breakout groups where participants will brainstorm how they might apply or adapt this model in their own contexts.

• A facilitated discussion to address questions, share strategies, and explore solutions to common challenges such as uneven participation, student anxiety, and grading fairness.

Practical Applications

Participants will leave with concrete ideas and tools, including:

• Rubrics and templates for assessing group work and structuring peer feedback.

• Techniques for supporting students as they self-select groups, such as discussion boards, shared interest forms, or instructor-created matching tools.

• Models for helping students navigate group roles and responsibilities.

• Examples of how to introduce the concept of student-led collaboration early in the course to set clear expectations.

Implications for Online Learners

The student-selected group model aligns with broader movements in online learning that emphasize personalization, agency, and relevance. It honors students’ autonomy by allowing them to engage with material that reflects their values and to collaborate with others in ways that support their strengths. At the same time, it encourages students to take responsibility for managing group dynamics and producing quality work—skills that are transferable to the workplace and other real-world settings.

This model also positions the instructor as a guide rather than a director. Rather than assigning groups and monitoring their every move, instructors can focus on supporting, scaffolding, and stepping in when needed. This shift in instructional role supports student agency while still ensuring accountability and structure.

Long-term, this approach supports the development of critical skills such as collaboration, communication, conflict resolution, and self-management. These competencies are essential not only for academic success but also for professional environments where teamwork and adaptability are key.

Key Takeaways

By the end of the session, participants will be able to:

• Recognize the impact of group formation strategies on engagement and learning in online courses.

• Compare student-selected and instructor-assigned group models across different modalities.

• Apply principles from Self-Determination Theory and Collaborative Learning Theory to support student autonomy and inclusion.

• Implement practical strategies for supporting student-led group work, including tools for group formation, role management, and assessment.

• Anticipate and address common challenges such as group imbalance, uneven participation, and exclusion.

• Reflect on their current practices and explore ways to make group work more meaningful, equitable, and aligned with student interests.

Conclusion

This session offers a fresh look at an aspect of online course design that is often treated as routine. By approaching group formation as an intentional instructional decision rather than a logistical task, educators can support more meaningful collaboration and deeper engagement. Attendees will leave with a clearer understanding of how student choice and structured support can work together to create effective, inclusive, and rewarding group experiences in online learning environments.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Kirschner, P. A. (2001). Using integrated electronic environments for collaborative teaching/learning. Learning and Instruction, 10(1), 1–9.
Moore, M. G. (1997). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). Routledge.
Oyarzun, B., & Martin, F. (2023). Designing effective online group work. In F. Martin, B. Oyarzun, & K. K. Parker (Eds.), Online learning: Strategies, practices, and tools for instructional design (pp. 87–104). Routledge.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Theory, research, and practice. In Handbook of social and emotional learning (2nd ed.). Guilford Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Eunice Ofori, PhD.

Associate Director of Instructional Design at Tulane University of Louisiana

Alicia Johnson, PhD.

Director, Engineering Online at Virginia Polytechnic Institute and State University