You might try to diversity the groups along racial and gender lines, or to include one major from your discipline in each group. Collecting a bit of student information at the beginning of the course can help with this task. When using online discussion tools, be sure to set students' expectations right at the outset. Inform students how frequently you or a TA will monitor the bulletin board and how quickly you will respond to messages. If some discussion areas are to be private, give students assurances of this.
Students work best in groups when they are given clear, explicit guidance.
Provide detailed instructions which break the task at hand into its component parts and which explain what questions need to be answered. This will aid students in assigning particular tasks to group members, if that is part of the exercise. Further, the instructions should make clear the criteria according to which projects will be evaluated. Resources WebCT , an online course management tool available free of charge to all University of Minnesota, Twin Cities faculty, contains the communication tools described above and is well suited for implementing technology-enhanced group exercises. A Sourcebook for Higher Education , by Goodsell, A. S., et.al.