In the rapidly evolving landscape of higher education, the integration of digital collaboration tools has become an imperative, particularly within STEM disciplines where teamwork and communication underpin the learning experience. A recent study published in the International Journal of STEM Education sheds light on this dynamic by exploring how Slack, a prominent digital communication platform, facilitates and shapes collaboration among multiple groups in a graduate engineering class. This investigation by Diaz, Delgado, Bacher, and colleagues represents a timely and nuanced analysis of the intersection between technology and pedagogy, offering a comprehensive understanding of the mechanisms through which online environments influence academic teamwork and engagement.
The study employs an embedded mixed methods design, blending quantitative data with rich qualitative insights to capture the multifaceted nature of interactions occurring within Slack-based group collaborations. This approach allows the researchers to dissect not only the frequency and patterns of communication but also the subtle nuances of group dynamics, decision-making processes, and the role of asynchronous and synchronous exchanges in fostering productive outcomes. In engineering education, where problem-solving and innovation are collaboratively driven, such an in-depth exploration reveals vital clues about how digital platforms augment or hinder the educational journey.
Central to the study is the focus on graduate engineering students, a demographic characterized by advanced technical expertise and a high degree of professional motivation. These students often navigate complex project requirements that demand coordinated efforts across different specializations and geographical locations. Slack’s affordances for real-time messaging, file sharing, and channel organization provide a scaffold that can either streamline this complexity or introduce novel challenges. As Diaz et al. reveal, understanding how these tools are appropriated by groups offers educators actionable insights into designing more effective learning experiences.
One of the standout findings from the research is the critical role of communication structuring within Slack channels. The study highlights how students spontaneously developed practices for organizing conversations related to specific tasks, questions, or resource sharing, which helped mitigate the risk of information overload. This emergent behavior underscores the adaptability of learners in imposing order on a digital environment that might otherwise become chaotic. The researchers also document the ways in which instructors can influence these communication patterns through subtle interventions and guidelines, enhancing clarity and focus.
Moreover, the embedded mixed methods approach unearths the emotional and motivational dimensions of group collaboration. By analyzing message content and conducting follow-up interviews, the researchers reveal the significance of social presence—the feeling of connection and immediacy among group members—in sustaining engagement and preventing isolation. Slack’s features, such as emojis and reaction buttons, are more than simple embellishments; they serve as vital tools for expressing support, humor, and encouragement, which are essential in high-stress academic settings. This dimension highlights the interplay between technological affordances and human factors in collaborative learning.
The study also ventures into the challenges encountered when managing multiple collaborating groups within one class. Coordinating group schedules, balancing participation, and maintaining equitable contributions are perennial issues made more complex in online environments. Diaz and colleagues document instances where dominant voices emerged, occasionally overshadowing quieter members, and detail strategies implemented to foster inclusivity. These findings resonate with broader research on group dynamics but are distinctive in illustrating how digital tools magnify or mitigate such effects.
From a pedagogical perspective, the research offers a nuanced perspective on instructor roles in digitally mediated engineering education. While the temptation in digital spaces is to relinquish traditional classroom control, the findings demonstrate that active instructor engagement remains essential. Instructors who monitored Slack channels and provided timely feedback contributed to smoother workflows and higher-quality collaboration. This proactive involvement contrasts with a purely hands-off approach, suggesting that digital platforms necessitate redefined but persistent forms of teacher presence.
Another intriguing aspect explored is how the use of Slack influences the nature of problem-solving within groups. The platform’s structure enables parallel discussions and the compartmentalization of complex issues, which students leveraged to delegate tasks effectively and converge on solutions. However, the research also identifies potential pitfalls associated with fragmented communication, where important information risks becoming siloed within channels. These insights prompt recommendations for deliberate structuring of digital workspaces to balance flexibility with coherence.
The scalability of Slack as a collaboration tool is examined in the context of class size and diversity. The study’s graduate engineering class consisted of multiple groups operating simultaneously, posing scalability challenges for both students and instructors. The platform’s channel-based organization and search functionalities proved invaluable, yet the human factor—such as group norms and individual accountability—remained equally critical. Diaz et al. suggest that technological solutions must be complemented by robust community-building practices to manage large cohorts effectively.
Importantly, the research contributes to ongoing debates about the role of technology in fostering equity within STEM education. Slack’s open communication channels provided opportunities for equal voice among participants, but the study cautions against technological determinism. Variations in digital literacy, cultural communication styles, and personal confidence shape how students engage in virtual spaces. The authors advocate for intentional training and support to ensure that tools like Slack serve as enablers rather than barriers to inclusive participation.
The case study format of the research lends depth and authenticity to the findings by situating them within the lived experiences of students. Through meticulous data collection—including message logs, surveys, and interviews—the study presents a layered narrative of how digital collaboration unfolds in practice. These empirical foundations strengthen the validity and applicability of the conclusions drawn, offering a template for other educators and institutions aiming to leverage similar platforms for collaborative learning.
Furthermore, the investigation addresses the temporal dimension of collaboration, noting how interactions ebb and flow in relation to project milestones and deadlines. Slack’s asynchronous nature accommodates diverse schedules and time zones but also requires students to develop self-regulation and time management skills. The study reveals that such temporal flexibility can simultaneously empower and challenge participants, underscoring the need for clear expectations and accountability mechanisms within digital teamwork.
The implications of this research extend beyond education into the emerging paradigms of professional engineering practice, where geographically dispersed teams commonly rely on digital collaboration tools. By examining how graduate students adapt to and capitalize on Slack’s features, the study suggests that early exposure to such environments prepares future engineers for the realities of modern, networked work contexts. This alignment between academic preparation and industry demands marks a critical contribution of the research.
In sum, Diaz, Delgado, Bacher, and their colleagues provide a compelling and rigorous portrait of collaboration in a graduate engineering setting mediated by Slack. Their mixed methods case study illuminates the complex interplay between technology, pedagogy, and human behavior, underscoring the transformative potential and inherent challenges of digital communication platforms in education. For educators, students, and researchers navigating the evolving terrain of STEM learning, these insights offer valuable guidance on harnessing digital tools to foster effective, equitable, and engaging collaboration.
As educational institutions worldwide continue to innovate in response to shifting technological and societal landscapes, this study serves as both a confirmation and a roadmap. It confirms the indispensability of thoughtful integration of digital tools into curricular design, emphasizing that technology alone is insufficient without pedagogical intentionality and human connection. Simultaneously, it maps out concrete strategies and considerations to optimize the use of Slack and similar platforms to support multi-group collaboration in STEM contexts.
Ultimately, this research resonates with a broader ethos of education as a collaborative, interactive, and socially embedded endeavor, amplified rather than replaced by technology. By illuminating the lived realities of graduate engineering students working through Slack, Diaz and colleagues contribute profoundly to the collective understanding of how digital collaboration can be sculpted into a powerful catalyst for learning, innovation, and community.
Subject of Research: Collaboration mechanisms and communication dynamics in graduate engineering education using digital platforms.
Article Title: Analyzing the functioning of a graduate engineering class with multiple collaborating groups using Slack: An embedded mixed methods case study.
Article References:
Diaz, B., Delgado, C., Bacher, J. et al. Analyzing the functioning of a graduate engineering class with multiple collaborating groups using Slack: An embedded mixed methods case study. IJ STEM Ed 12, 49 (2025). https://doi.org/10.1186/s40594-025-00571-1
Image Credits: AI Generated
