“…Theoretical and applied research on group learning shows that it increases students' mental activity and deepens their field of knowledge (Entwistle et al 1988;Fearon et al 2012;Huff, 2014) students quickly adapt to the specifics of the profession (Normane et al 2004;Jackling et al 2009), they learn based on experience and co-education (Mahenthiran et al 2000;Barron, 2003), develop group work skills (Ballantine et al 2007;Hannaford, 2017). Despite of all the advantages of group work, there is a number of problems that impede its introduction into the educational process of universities, among which is low motivation of students and tutors (Morgan, 2002), free-riding (Strong et al 1990;Brooks et al 2003;Maiden et al 2011), unpreparedness of tutors and students (Norman et al 2004;Davies, 2009), the vague logic of achieving goals; poor relations between the activities, tasks, and goals of the project; lack of a schedule for the project activities and tasks; determination of necessary resources "by eye"; lack of resources distribution according to time and tasks; non-use of objective criteria for the plan implementation (Lazarev, 2011); the lack of objective metrics for measuring the group project results because a visual overview of intermediate results is often unavailable (Tucci, 2008;Volkov et al 2015). It's difficult for the tutors to control the students' progress of the project.…”