Buzz groups
What are they?
Buzz groups are a form of small group work that can be carried out in a lecture theatre or active learning space. They can also be conducted online in breakout rooms. Students are assigned a topic to cooperatively explore and evidence learning in a set time (e.g. 5-10 minutes) and feed back to the class; this can be verbally, on paper, or via an electronic board such as Miro. In physical classrooms, they are so called because of the noisy ‘buzz’ generated from the activity.
How do they work?
Buzz groups require students to discuss a topic and present the cooperative output; thus, they use two of the six learning types (discussion and collaboration) identified by Diana Laurillard (2012) in actively engaging students. Ahmad (2020) positions buzz groups theoretically in relation to cooperative learning, learner-centredness, constructivism, and Bandura’s social learning theory (thus emphasising the importance of peer learning), and the opportunity of quiet learners to participate in discussions.
Do they work?
A randomised controlled study (RCT) of 24 clinicians undertaking morning rounds in emergency medicine revealed a positive effect on clinical reasoning through combined one-to-one buzz groups and bimodal presentations (verbal discussion and written notes) (Balslev et al., 2015). Another RCT in histopathology revealed that students in the buzz group performed better than the control group, and increased students’ appreciation for the subject (Romeike & Fischer, 2019). A study of 37 students in an English as a Foreign Language (EFL) course concluded that buzz groups resulted in a significant lowering of apprehension about oral communication, although critical listening skills were unaffected (Ahmad, 2020).
What do I need?
Ahmad (2020) provides a useful overview of how buzz groups can be implemented, drawing on a wide range of literature. As with all active learning techniques, time needs to be made in a taught session for students to engage in buzz groups, for discussion and feedback. The buzz groups can take place in a physical space or online in breakout rooms. Students also need paper or flipchart sheets/whiteboards or an electronic equivalent (e.g. Miro) to record and share their discussions. Students can be assigned the same or different topics to discuss. In the physical classroom, if students are assigned a different topic to discuss, the details (e.g. of a scenario) might be provided on a card or piece of paper.
References and further reading
Ahmad, S. Z. (2020). Buzz groups to develop EFL students' critical listening and reduce their oral communication apprehension. Journal of Faculty of Education Menioufia University, 2(35), 56-91. https://doi.org/10.21608/muja.2020.106684
Balslev, T., Rasmussen, A. B., Skajaa, T., Nielsen, J. P., Muijtjens, A., De Grave, W., & Van Merriënboer, J. (2015). Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report. Medical Teacher, 37(8), 759-766. https://doi.org/10.3109/0142159X.2014.986445
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.
Romeike, B. F. M., & Fischer, M. (2019). Buzz groups facilitate collaborative learning and improve histopathological competencies of students. Clinical Neuropathology, 38(6), 285-293. https://doi.org/10.5414/np301195