Online Groups and Social Loafing: Understanding Student-Group Interactions

Abstract

This paper presents an overview of the psycho-social aspects of social loafing and free riding in a traditional and distance learning environment. A brief literature review and summaries of frequently cited antecedents and their mitigating factors are reviewed for application by instructors, designers, and administrators in distance education. Distance learning administrative issues related to providing support to instructors to address the cited antecedents are discussed. As distance learning continues to grow in popularity with both traditional and non-traditional students, instructors and administrators are seeking ways to improve the online learning experience. One means of achieving this aim, and better prepare students for the corporate environment, is through the utilization of collaborative groups. Proponents of group work purport that students can learn valuable lessons regarding group communication and problem solving that are easily transferable to the work environment (Becker & Dwyer, 1998). Virtual groups are becoming a common component of the corporate structure. As work tasks become too complex for individual organizations or branches to manage, organizations are increasingly turning to virtual work groups to bridge the gap (Black, 2002). Working in groups is thought to

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