The management of experiential-learning activities in large classes can be challenging and resource-intensive, particularly for group work where the ‘free-rider’ issue can arise. However, the use of peer-assessment to address this issue raises concerns surrounding academic integrity and fairness. This research seeks to identify other mechanisms that address the free-rider issue, and other group tensions, ones that are student-directed and avail of technology, rather than additional teaching resources. A group ‘project diary’ and an individual ‘reflective journal’, based on Belbin’s team-working framework, were tested in a class of over 250 business students undertaking a group project. A substantial reduction in time spent on project-group management was observed by the lecturer. A student survey demonstrated strong support for both the project diary and the reflective journal as a means to ensure greater fairness and more effective team-work when undertaking group projects in large classes.