Blog #8: Collaborative Group Work in Asynchronous Biotechnology Courses
- Melissa B
- Jan 19
- 3 min read
Asynchronous learning environments are sometimes seen as low on interaction, but evidence shows that well-structured group projects can foster critical thinking and interaction. Based on my experience as a biotechnology professor, using a variety of instructional methods will benefit a diverse group of students. When dealing with complex concepts (e.g., microbial genetics, bioethics, and vaccine development) and when problem-solving, group projects are most effective. Group projects are based on Social Learning Theory, which emphasizes meaning-making through interaction, dialogue, and shared problem-solving (Shahvar & Tang, 2022).
Using social learning strategies can help create valuable asynchronous learning communities. When students work together to achieve common objectives, they feel a sense of trust, accountability, and belonging, which is essential in influencing learning engagement and persistence (Grothaus, 2022). Cheng et al. (2021) found that social learning environments increase student satisfaction and motivation, especially when social presence is considered. Social learning environments are relevant in biotechnology education because students must balance demanding content with varied schedules and time zones.
Figure 1 illustrates three collaborative project strategies that I have used in asynchronous biotechnology courses. Each strategy highlights social presence, shared responsibility, and applied learning while acknowledging potential limitations.
Figure 1.
Collaborative Project Strategies for Asynchronous Biotechnology Learning
The first strategy involves virtual biotechnology research projects, in which students work in small groups (three to four students per group) to explore real-world biotechnology issues such as antimicrobial resistance and industrial fermentation. The method is based on higher-order thinking and synthesis and is facilitated through teamwork and problem-solving but requires clear role definitions to provide equity in student engagement (Shahvar & Tang, 2022).
Case-based collaborative analysis helps learners (groups of three to four students) engage with real-world biotechnology case studies to make learning feel achievable and meaningful in an asynchronous environment. When introducing case studies that discuss CRISPR gene editing or public health concerns, discussion should naturally move from detailed information into more ethical, social, and scientific realms. These case studies tend to work best when educators stay engaged and remember to ask questions to help promote deeper thinking and respectful conversations with differing perspectives, especially in culturally diverse groups (Grothaus, 2022).
The scaffolded collaborative capstone tasks keep students in groups (three to four students) for several weeks as they work toward a common objective, such as creating a mock proposal for a biotechnology project. The idea is to continue the process so that professional communication grows amongst the group, and roles and responsibilities become more defined - this often leads to stronger collaboration and more thoughtful final work (Cheng et al., 2021).
When delivering these strategies together using proper structure, asynchronous learning feels less isolating, which can promote critical thinking, improve communication skills, and foster a sense of community.
References
Cheng, F.-F., Wu, C.-S., & Su, P.-C. (2021). The impact of collaborative learning and personality on
satisfaction in an innovative teaching context. Frontiers in Psychology, 12, Article 713497.
Grothaus, C. (2022). Collaborative online learning across cultures: The role of teaching and social
presence. Qualitative Research in Education, 11(3), 298–326.
Shahvar, S., & Tang, R. (2022). Toward a conceptual model of online collaborative learning: A multi-
phased investigation into experiences and perceptions of online MLIS students. Journal of
Education for Library and Information Science, 63(4), 436–460.
https://doi.org/10.3138/jelis- 2021-0039
Thank you again for reading this week's blog - see you next week. Feel free to share your thoughts and ideas!
Does asynchronous collaboration promote healthy learning?
YES
NO
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