Minimising social loafing in online collaborative assessments

ID: 48615 Type: Full Paper: Case Study
  1. Greg Neal, Victoria University, Australia
  2. Terry Mullins and Anita Reynolds, Concord University, West Virginia, United States

Wednesday, June 29 10:00-10:30 AM

No presider for this session.

A global collaboration between two international universities has continued to challenge and connect teacher candidates from the respective universities exchanging, analysing and co-contributing information. The exchange requires the integrated use of different IT resources and supports learning teams to improve problem-solving skills. However, the social impact on individual group members’ behaviours changes when they join a group and the impact is greater if that group is separated by physical and/or psychological distance. Distance learning issues such as geographical separation, a lack of visual cues and time zone differences can exacerbate social loafing when students work online. The link between virtual collaboration and social loafing confirms that the greater the separation, the greater the social loafing for many individuals. This research attempts to understand the challenges of social loafing and reports ways to overcome some of the issues.

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