GROUPIFY A SOLUTION TO THE GROUPING WOES OF EDUCATION 1 COMPREHENSIVE LITERATURE REVIEW The objective of this literature review is to investigate the potential of a website service that allows university students to create their own groups and complete group projects. This research will be conducted in order to find out the viability of a website service that provides university students with the ability to create their own groups, the creation of student groups for project work and the impact of technology on students' projects will be assessed by this literature review. Using Technology to Support Ethical Group Formation and Decision Making in Higher Education This article primarily explores the potential of technology to support ethical group formation and decision making in universities. The authors are convinced that technology can be used to promote ethical learning “The use of technology provides the opportunity to both foster ethical learning and support decision-making” (Hartman, Pryor & Harris, 2014). It is argued that technology allows instructors to better understand the ethical processes and provide students with said information. The authors conclude that technology is an effective tool for promoting ethical decision-making in the field of education and “can be used to support learning, developmental activities as well as group formation” (Hartman & al., 2014). Group Decision Making with Ethical Considerations: An Application of Group Support Systems This article by Eastin and Smith (2006) details the application of Group Support Systems, henceforth referred to as ‘GSS’, to group decision making in ethical contexts. GSS is an effective and efficient way to make decisions within groups, while also giving members the ability to vocalise their ethical concerns. This is stated as “GSS and ethical considerations are combined with GSS and can lead to more informed decisions, better discussion of ethical issues, and increased organizational learning”. Concluding, the authors of this article allege that GSS can be a valuable tool for group finding purposes. An Ethical Group Formation Model for Higher Education This article studies an ethical group formation model specific to higher education. According to the authors, their model “aims to provide a systematic approach for forming ethical groups in higher education by integrating ethical theories and by formulating a series of ethical decision-making steps” (Park et al., 2009, p. 461) They also argue that this model can even “improve the ethical decision-making skills of the members of a group” (Park et al., 2009, p. 461) This study indicates that a technology, specifically group formation services, would be a valuable contribution to the field of higher education provided that they adhere to ethical practices. Group Formation Based on Ethical Considerations: An Application for University Students This article by Janice J. C. Kwan and Stephanie S. C. Lai (2010) examines the dynamics of group formation, as well as the ethical considerations that arise in this process. 2 Authors Kwan and Lai allege “The formation of an effective group is a complex process that is affected by a variety of factors” before further highlighting the importance of identifying and understanding these factors in order to build a cohesive environment for successful group formation. The authors conclude “in order to foster successful group formation and reduce ethical issues, it is necessary to understand the individual and group dynamics, take into account diversity issues, and provide an environment in which individuals can express their views freely”. This study heavily emphasises the importance of managing different issues within a rudimentary group formation system. These issues can be summarised as power dynamics, dominance, groupthink and ethical disagreements. Developing an Ethical Group Formation Tool for Higher Education The authors of this article argue that group formation is an important factor in student learning and that the use of technology can aid in creating more ethical and diverse groups. They state, “Group formation is a critical factor for successful student learning. It is important for teachers to form groups that are both ethically and academically appropriate for student learning” (C. H. Lee, K. Y. Park, 2013). The authors identify a number of advantages that technology can provide in group formation, such as increased efficiency, the ability to tailor groups to different educational needs and expediting the process. They argue, “The use of technology in group formation is a promising area of research, and further research is needed to develop an ethical group formation tool that is suitable for higher education.” This specific segment provides valuable insight into the potential of using technology to benefit the collaborative processes in higher education. This study provides strong arguments for the use of technology in group formation along with outlining various advantages and considerations to ensure that the technology is fair and equitable. They recognise the importance of further research in this area and actively advocate for the development of the very tool we’re aiming to create. Ethical Group Formation Tool: An Application for University Students This source specifically discusses an innovative application to help university students form more ethical groups. The application proposed by J.Y. Kim is designed to identify group members who possess the same values and ethical concerns which is suggested to be beneficial for the group’s overall success. According to Kim, “the proposed tool can help university students easily form ethical groups, which can foster meaningful and effective collaborations and discussions”. This implies that the application is not only beneficial for the ethical formation of groups but also for the group members' development and growth. 3 The authors conclude that their proposed tool can “enhance the collaboration among university students by creating a platform for ethical discussions and debates” which specifically highlights the potential for a tool to build meaningful and productive conversations regarding ethical dilemmas. Online student collaboration: Advantages, disadvantages and the future of virtual learning This source, by Bostrom and Soller (2013), explores the specific advantages and disadvantages for online student collaborations within a virtual learning experience. The authors report that online student collaboration can have a positive effect on student engagement, motivation and “improve the quality of learning” (Bostrom and Soller, 2013). They also note that there are potential drawbacks to this technology as well such as “the lack of face-to-face contact and the potential for technical difficulties” (Bostrom and Soller, 2013). The authors conclude “as technology advances, the potential for online student collaboration is immense” (Bostrom and Soller, 2013) and suggest that further research is necessary in order to “refine and develop effective strategies for enabling and supporting effective online student collaboration” (Bostrom and Soller, 2013). The impact of technology on student collaboration Liang (2015) conducted a study to investigate the impact of technology on student collaboration. He concluded that “the use of technology in classrooms can facilitate student collaboration by allowing for more efficient communication, easier and faster access to resources, and improved collaboration and coordination among students” (Liang, 2015). Liang found that technology had a positive effect on student collaboration, as it allowed students to access a variety of resources and communicate with their peers more easily and quickly. Furthermore, he found that technology enabled students to work together more effectively, as they could plan and coordinate tasks with relative ease. Thus, Liang's study suggests that group finding technology can be an effective tool for enhancing student collaboration. This article's findings suggest that group finding technology can be an effective asset for student collaboration. This is due to it enabling students to access a variety of resources, communicate with their peers, and coordinate tasks all in a more time efficient manner. PROJECT DEVELOPMENT PROCESS Project development is the process of creating a new product, service, or system through a set of organised and structured activities. Project development strategies are important to ensure value for potential customers as well as ensuring products/services are of the highest quality before being released to the public for use. Achieving the very best result can only be achieved through thorough project development and consistent project management. A project development process typically involves 7 important stages, all of which are analysed below with close relation to the creation of the Groupify website. 4 Conceptualisation In this stage, the initial idea or concept for the project is developed, and the project goals and objectives are defined. Throughout this stage, the ultimate goal of the project is determined, and approval from relevant stakeholders is sought (Upqode, 2022). University students tend to find themselves participating in group work/projects with other students who do not share the same willingness and motivation to learn and achieve high marks in their subjects. Prior to the implementation of the Groupify website, no solution was created to solve the problem. Hence, the idea of the project was determined by focusing on a significant problem that needs to be solved and figuring out the most efficient and effective way to solve it. Planning In this stage, a detailed project plan is created that outlines the specific tasks, timelines, budget, and resources required for the project. This plan serves as a roadmap for the project team, guiding them through the execution of the project. In this stage, the group set themselves S.M.A.R.T goals, meaning they are specific, measurable, attainable, realistic, and time bound (HBR, 2016). Examples of such goals include creating a website completely fit for purpose and doing so all within an 11week reasonable time frame. Those undertaking roles such as group leader and project manager are responsible for ensuring tasks are completed within the set-time frame as well as making sure one task is completed prior to moving onto the next in order to increase efficiency. This approach is known as the waterfall methodology (the time-management methodology which was determined as most suitable for the project). Following the identification of these goals, group members are made responsible for certain aspects of the project according to their strengths and experience in the field. The roles and responsibilities are created according to the project goals and deliverables. It is also important during this stage of the project that a significant amount of research is undertaken to ensure there are no hiccups along the way. Design In this stage, the project team develops the detailed design of the product, service, or system. This can involve creating drawings, prototypes, or mock-ups to test and refine the design (Kissflow, 2022). The members who were in charge of this phase, came up with a range of designs and ideas in order to present them to a large group seeking feedback and opinions on which is most suitable according to the desired outcome of the project. Upon receiving feedback on the most appropriate design the development team began working on the next steps in the process such as creating the website’s main home page. The design process can be lengthy as it is important to ensure the design suits all the website’s needs to save time by eliminating any potential reason to make changes later down the line. Additionally, discussion regarding the necessary features required took place. This includes factors such as the database service in which information is stored as well as outlining potential services such as mail chimp that can be used for email verification purposes. Development In this stage, the project team builds or creates the product, service, or system according to the design specifications. This may involve coding, manufacturing, or other production activities. This phase may be known as the execution phase as the group begins to work towards achieving goals by 5 undertaking the relevant tasks to do so. Along the way, the team’s progress is monitored, and success is measured in order to outline what needs to be improved on, whether they are large or minor changes. This helps to stay on track towards achieving goals. In relation to the creation of the Groupify website, the development phase included a number of crucial stages. Throughout the project development process, project managers must ensure that the project remains on track, within budget, and meets the project goals and objectives. Effective communication, collaboration, and risk management are also critical to the success of a project. Testing In this stage, the project team tests the product, service, or system to ensure that it meets the project goals and objectives, and that it is functional and reliable. Following website concepting (first stage) as well as determining goals and features needed in order to achieve desired outcome came prototyping. Developing a prototype allows for the correction of any issues, to see what works and what doesn’t and provide flexibility to make improvements or major changes before the final product. In some cases, this process could include moving back a few stages and making minor changes. There are 4 main benefits of creating a prototype, these include firstly accuracy (Bonnie, 2022). Prototyping helps eliminate ambiguities by outlining any factors causing doubt and allowing time to correct/resolve them. Secondly, the website developers are given the chance to test their design and how well it works towards achieving the desired outcome. Thirdly, a prototype is the best way to gain feedback. Changes can then be made based on feedback received which ultimately saves time by correcting errors in the early stages rather than later on when the project is completed and implemented. Finally, the most important reason a prototype is needed is test the idea and determine whether it is practical and fit for its purpose or if it needs to be tweaked. Even if it is fit for purpose, factors such as accuracy may be improved. Implementation In this stage, the project team deploys the product, service, or system to the end-users or customers. This may involve training, installation, or other activities to ensure a smooth transition to the new product, service, or system (Monday.com, 2021). Before going live, the team must ensure that the website is ran-through for the last time to confirm that all files have been uploaded correctly, and the site is fully functional and fit for purpose. The website domain name needs to be registered and the web hosting accounts set up. Project-monitoring software systems can also be introduced to measure progress. Responding quickly to changes in data and information as they come in is important as it helps identify problems during early stages. Monitoring without exercising control will not benefit the project as you won’t receive timely feedback and information, so problems won’t get solved. Maintenance In this stage, the project team provides ongoing support and maintenance for the product, service, or system to ensure its continued functionality and reliability. Once the website is live, it is important to conduct regular maintenance checks. User testing can be run on new content and features to improve usability and discoverability of features. This can also lead to new designs or developments. 6 EXPERIMENTAL RESULTS AND DISCUSSIONS A survey was conducted with Information Technology students to gain feedback on Groupify and how their experience was during the time of use. The reason for conducting the survey and feedback for the website is to gather information from the students about their firsthand experiences, opinions, and suggestions for improvements. This information can be used to identify areas of the website that are working well and areas that need improvement. By gathering feedback from each information technology student, we can get a better understanding of how the website is being used and what changes might be needed to make it more effective and user-friendly. Ultimately, the goal of collecting feedback is to create a better experience for our users and ensure that the website is meeting its intended purpose of helping university students form teams based on shared goals and outcomes. Survey Survey Link: https://forms.gle/JFj2h1nHsg74RKwp6 7 8 9 10 Most common student answers to Q9: Positive Feedback Laura, H - “The website was user-friendly, and it looked good”. Joey, F - “The work management tools made it easier for our team to stay on schedule and organised.” Tamara, E - "I loved the fact that we could find team members using criteria like common objectives or grade goals." Andy, R - “The website's design made it simple for us to navigate and find what I wanted.” Katherine, T - "The chat tool was useful for immediately communicating with team members." Negative Feedback Emily, S - "The search feature wasn't always reliable," Alex, B - "Some online functions were unclear." Eleanor, A - “I wish there was an option where I can report team members who don't perform their fair share and incur negative points/stars to their profile.” Chris, A - "The conversation element was annoying and made it difficult to listen." Martin, L - "The colours on the webpage were overly vibrant and difficult to read." SURVEY BASED FEEDBACK Based on the Google Survey sent out to Information Technology students, results have come back, and these were the findings. Positive Feedback • • • • • A relatively high number of students found the website to be well-designed and userfriendly. Many students felt that the website's layout was intuitive and easy to navigate. A significant portion of students found the search function helpful for finding team members based on specific criteria. Many students found the website's features helpful for creating and managing teams, assigning tasks, and tracking progress towards shared goals. Many students found the chat feature helpful for communicating with team members in real-time. Negative Feedback • • • A relatively high number of students found the search function to be inconsistent and inaccurate. Some students felt that the website's features were poorly explained and difficult to understand. A significant portion of students felt that there was a lack of accountability for team members who failed to contribute or meet their obligations. 11 • Some students found the chat feature to be distracting or overwhelming. DESIGN BASED FEEDBACK Positive Feedback • • • • • Many students found the website to be well-organised and easy to navigate. The website's design was praised for being visually appealing and engaging. Students appreciated the website's clear and concise instructions for completing tasks. Many students appreciated the use of colour and icons to help distinguish different sections of the website. The website's task management features were praised for being user-friendly and effective. Negative Feedback • • • • • Some students found the website's colour scheme to be distracting or difficult to read. The website's search function was criticised for being inconsistent and difficult to use. Some students found the website's layout to be cluttered or disorganised. A few students found the website's icons and symbols to be confusing or unclear. The website's chat feature was criticised for being distracting or disruptive to workflow. Overall, it seems that the website's design and layout received mostly positive feedback, with a few minor areas for improvement. The good feedback focused on the website's overall ease of use, clear instructions, and effective use of design elements. The bad feedback focused on specific design elements, such as the colour scheme, search function, and chat feature, that were found to be less effective or even distracting. QUALITY AND DEPTH OF REFLECTION Designing a system can be seen as very challenging as a lot of research is required in order to directly target its audience. This was seen with the system as we had thought we had come up with a clear and effective design however after surveying we had realised this was not the case. We have noticed positive feedback on the design an interaction aspect of the software however received a lot of negative feedback on the interactive and functionality aspect, with minor design aspects such as colour. We have decided to resolve these issues to develop a more effective system for our targeted. all although we had received this mix feedback overall or students were very satisfied with the functionality and the effectiveness of the system. The results from the surveying were surprising yet expected, when we originally planned out the system, we had designed it to work most effectively for uni students. The results showed this clearly as many of the students found the system to be overall effective with little to no issues. 12 Figure 4.1 (Design Navigation Statistics) After surveying more than 25 students using the software, we had received very positive feedback on the design. Many of the students found the system to be well designed and organised and very easy to navigate, this was due to the clear and concise titling and underwhelming interface which made the system more user friendly. Overall, the layout of the system was found to be very appealing to its audience, as you can see in figure 4.1 majority of students found interface to be very easy with little to none believing it was below a neutral response. This was a huge success as it allowed us to save more time on developing the system as we did not have to focus on rearranging components and redesigning the general interface of the software. 13 Figure 4.2 (New Design) Figure 4.3 (Old Design) Although all the functionality design of the software was seen to be effective and received positive reviews, there were some downsides in the design of the overall project. Some students found the colours of the website to be distracting or somewhat not appealing, we believe this was due to the green navy colours which made the interface seem dull and boring. We managed to improve this by including a feature in the settings to change the colour of the interface, offering light colours of blue, pink and other vibrant colours that the user may use to the liking. Moreover, we rearrange some of the titles on the interface and introduced a curvy design to the elements in order to make the interface feel more modern and technological. This is an important aspect of the design, and it is generally overlooked when designing software interfaces. This was spoken about more within an article titled The impact of colour on Website appeal and users’ cognitive processes (Bonnardel, N. Piolat, A. & Le Bigot, L. 2011) as in this journal article they tested 80 participants in a study to find out which colours were most preferred in an interface. To no surprise green was found to be the least liked colour out of over 10 colours, with blue being found the most appreciated out of the bunch. Therefore, we have decided to include a light blue colour scheme within the interface with the option to change, you can clear see this difference in figure 4.2 and 4.3. 14 Figure 4.4 (Features Functionality) Figure 4.5 (Help Menu Bar) Although we had thought that sign was to be very successful, we had discovered that a lot of students were having issues on understanding the functionality of the features within the system. This will shine within figure 4.4 as we received very negative ratings from neutral and below from the students. As a result of this we had looked through the open feedback and realise that was struggling to understand the concepts behind the system. A clear example of this was student Alex B as he quoted “some of the online functions were unclear, I could see how the system is useful, but I just don't know how to use it come on would be good if it could have some sort of instructions all tutorial”. In order to resolve this issue, we had decided to include a help page which can be accessed through the main menu bar, this concern this can be seen in figure 4.5 as you can clearly see the outlined help bar which will introduce the functionality of a fax page and a video demo explaining how the system works and its outline features. 15 Figure 4.6 (Overall Design) Overall, the design was seen to be highly effective and successful as it had executed the main objective of the system. Although we had received negative feedback on some aspects of the system this was reasonable as we managed to redesign and resolve these issues. We generally believe that these resolved changes combined it with the new interface design will result in a highly effective and useful system for uni students that can be used across multiple universities and schools around the world. We strongly believe this as we had received such high positive feedback from the surveyors with high consistent results. This was evident within figure 4.6 where more than 70% of students were highly satisfied with the websites ability and truly believed it can help them form a team based on their shared goals and marked outcomes. To conclude surveying helped us realise the issues and the strength of the system, this allowed us to make changes to the system to develop a platform that benefits all uni students and reaches its targeted audience effectively. We believe the system has gained a massive improvement due to the feedback received from the surveying. ISSUES AND CHALLENGES Digital Divide The unequal access to technology can create an environment of technological privilege, which can cause disparities in access to resources and opportunities. This can lead to groups forming without everyone having the same level of technological understanding, creating a divide between those who are able to take advantage of the technology and those who are not. As the authors of "Using Technology to Support Ethical Group Formation and Decision Making in Higher Education" (Hartman, Pryor, & Harris, 2014) point out, it is essential to ensure that all members of the group are adequately trained in the use of the technology, as this will ensure that the group is able to use the technology effectively and efficiently. Technology Overload 16 If the technology is used too much, it can cause information overload and overwhelm the group. This can lead to decisions being made without all the necessary information and may result in a lack of consensus within the group. Ethical Issues While technology can be used to support ethical decision-making, there is a risk that it could be used to manipulate or mislead. Additionally, there is a risk of bias in the data used to make decisions, as technology can be used to favour certain ideas or perspectives. As the authors of "An Ethical Group Formation Model for Higher Education" (Park, Kim, Lee, & Lee, 2009) explain, it is essential to ensure that the technology is being used in a way that is ethical, respectful, and consistent with the values of the group. This means that the technology should be used to facilitate open and honest discussion, and that all members of the group should be given the opportunity to express their opinions and contribute to the group's decisions. Communication Challenges Technology can be used to facilitate group communication, however, there is a risk of communication breakdowns due to misunderstandings or lack of clarity in messages sent via technology. Additionally, some people may be more comfortable communicating in person than via technology, leading to a lack of engagement in group discussion. As the authors of "Group Decision Making with Ethical Considerations: An Application of Group Support Systems" (Eastin & Smith, 2006) explain, technology can create a disconnect between group members, as it can be difficult to maintain a meaningful conversation when members are not physically present. Furthermore, technology can also make it difficult to judge nonverbal cues and to build trust and rapport between group members. Unfair Group Formation One of the issues that may arise from a new group finding technology is unfair group formation. According to Kwan and Lai (2010), “there is a risk that some groups may be formed that are not fair. For example, it is possible that the group composition could be biased in favour of certain individuals, which may lead to an unfair distribution of workloads and a lack of equal opportunity for everyone to contribute.” In addition, Park et al. (2012) state that “it is important to ensure that the group formation is fair and equitable, so that each group member has the same opportunity to contribute to the group’s success.” Unclear Group Goals A third issue that may arise from a new group finding technology is the lack of clarity regarding group goals. According to Kwan and Lai (2010), “it is important to ensure that the group has clear goals and expectations in order to ensure that the group is working towards a common purpose. Without clear goals, it can be difficult for the group to stay on track and to measure success.” Park et al. (2012) also point out that “without a clear understanding of the group’s objectives, it can be difficult for the group to work together effectively and efficiently.” 17 Lack of Trust Finally, a fourth issue that may arise from a new group finding technology is the lack of trust among group members. According to Kwan and Lai (2010), “in order for a group to be successful, it is essential that there is a high level of trust among the members. A lack of trust can lead to decreased communication and an inability to work together effectively.” Park et al. (2012) also state that “without a strong sense of trust among the group members it can be difficult to build a cohesive team.” In conclusion, there are multiple issues and challenges that may arise from a new group finding technology, including unfair group formation, unbalanced group dynamics, unclear group goals, and lack of trust among members. It is important to consider these issues and challenges when developing and implementing a new group finding technology in order to ensure that the groups formed are fair, balanced, and successful. SOLUTIONS TO ISSUES AND CHALLENGES Digital Divide Digital divide is a common issue that affects a number of students particularly when participating in group work. This program allows students to seek and form a group with those who have the same access to technology as them as well as the same level of proficiency in using the technology. They are able to work together to solve problems and work through challenges and eliminate one student’s worry about another student’s proficiency bringing them down. Technology Overload Technology can overload the content and can make students feel distressed. Take a step back when you feel overloaded, listen to music, practice mindfulness, and take adequate breaks to keep your mind fresh and thinking clearly to prevent procrastination. Another way to decrease technology overload is sleeping without any device in the bedroom and having a specific work/study space to maintain a good study/life balance. Think of technology as a tool to aid in clearly and concisely presenting your thoughts. Ethical Issues Although technology can support ethical decisions it can also result in manipulative and misleading information. The majority of students' tasks address moral dilemmas like plagiarism, cheating, or mistreating other group members. This program may take the following actions to resolve these problems. By having clear a message that this program should be used for individuals to find a group to complete their group assignments and anything other than this will require extra caution, hence each individual’s work will not result in plagiarism or be similar to one and another in any way. Additionally, this program will encourage individuals to use this platform for networking to discuss and research their ideas rather than using other individuals ideas in the group as their own, hence portraying that technology can be used in a way that is ethical and respectful to the values of the group. Communication Challenges 18 Technology is a significant factor when it comes to group communication for assignments, nevertheless there are still risk of communication or lack of clarity. Hence having trouble communicating properly with one another during group assignments may cause confusion or conflict. To overcome communication issues, this program is designed to do several things, such as setting explicit expectations for how group members should communicate: by supporting group members to listen to one another and work out any misconceptions before replying to promote active listening. Offer chances for feedback and reflection by asking group members to consider their communication methods and pinpoint any areas that need work. By implementing these actions, this program will improve communication issues in group projects and create a more productive, cooperative learning environment. Effective communication is essential for practical group work, and instructors may assist in ensuring that all group members feel heard and appreciated by promoting an atmosphere of open communication and mutual respect. (Could there be prompts inside the program that encourage 1 or 2 face to face meet ups for group work?) Unfair Group Formation Unfair group formation is an issue that arises from new groups finding technology, it creates risks such as unfairness, and creates group composition that can be biased in favour of each individual, hence creating unfair distributions of workload. Consequently, this program will assign each individual their own work creating a fair and equitable workload. This program will also portray all members each individual contribution, hence the group arrangement will not be in favour of certain individuals. By overcoming these issues each member will have the opportunity to contribute to the group’s success. Unclear Group Goals An issue that arises from technology is the lack of clarity regarding the group’s goal. It is significant for the group to have clear goals and expectations as without this the groups work quality and the assignment's overall performance will be affected causing uncertainty, irritation, and a lack of direction. Hence this program will allow group discussions to take place when needed to overcome problems and have a clear understanding of the group’s objectives and goals. Furthermore, this program will allow member to create a thorough project plan that details the specific activities, deadlines, and milestones necessary to accomplish the project's goals. This plan will be distributed to all group members and periodically evaluated to ensure the project is moving forward and everyone is aware of their responsibilities. Through these resolutions the group will understand and work towards their goals. Lack of Trust Finally, when organising groups for assignments through technology, lack of trust may be a typical problem, especially when group members are unfamiliar with one another or have never worked together before. There are several ways that a lack of trust might appear and decrease the inability to work together. To overcome this problem the program has a system in place that tracks contribution and productivity as a way that can potentially self-police or provide some encouragement for increased self-discipline. It will also have a rating system that can rate group members post completion around work and input communication that can be factored into decision 19 making in the future. Hence by overcoming the issue of trust cause by technology group members will be able to work together effectively. REFERENCES CARLA 5 phases of Project Management Process - a complete breakdown (2022) Kissflow. Available at: https://kissflow.com/project/five-phases-of-project-management/ (Accessed: February 7, 2023). Bonnie, E. (2022) Project plan basics: Tips for project management, Wrike. Available at: https://www.wrike.com/blog/foolproof-project-plan/ (Accessed: February 8, 2023). The four phases of Project Management (2016) The Four Phases of Project Management. Harvard Business Review. Available at: https://hbr.org/2016/11/the-four-phases-of-project-management (Accessed: February 6, 2023). How to ace project development (2021) monday.com Blog. 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FINAL REPORT CONTRIBUTION TABLE 21 CARLA DAVID EDWARD MICHAEL MITCHELL • • • • • • AN INTRODUCTION ON PROJECT DEVELOPMENT PROCESS • • • • • QUALITY AND DEPTH OF REFLECTION SUFFICIENT BIBLIOGRAPHY FORMATTING RESEARCH TO IDENTIFY WHAT IS AVAILABLE TO SIMPLIFY ISSUES AND CHALLENGES SUFFICIENT BIBLIOGRAPHY EXPERIMENTAL RESULTS AND DISCUSSIONS SUFFICIENT BIBLIOGRAPHY A COMPREHENSIVE LITERATURE REVIEW IN THE PROJECT TOPIC APPROPRIATE IDENTIFICATION OF ISSUES AND CHALLENGES SUFFICIENT BIBLIOGRAPHY APPENDIX (LOGBOOK - SEE BELOW) 22