Perceptions of Social Loafing in Online Learning Groups: A study of Public University and U.S. Naval War College students

Sherry L Piezon,William D Ferree

doi:10.19173/irrodl.v9i2.484

Abstract

Social loafing research has spanned several decades and fields of study. Research has provided support for both the existence of social loafing and its antecedents within the laboratory, classroom, and work place. Studies regarding the perceptions of social loafing and its effects in the online learning environment, however, are largely non-existent. This study surveyed 227 online learning students who were participating in online learning groups. The study seeks to determine whether the perception of social loafing exists within online learning groups. In addition, several psychosocial factors identified in face-to-face environments are analyzed to determine their impact in online learning groups. Evidence supports both the perception of social loafing in online learning groups as well as similarities between social loafing antecedents in face-to-face groups and those in the online learning environment.

Highlights

Virtual groups are becoming a common component of both the corporate and educational structure
Research suggests that teamwork in combination with asynchronous learning networks (ALN) may significantly increase learning perceptions, problem solving skills, and help students achieve a higher level of learning than individual learning (Hiltz, Coppola, Rotter & Turoff, 1999)
Hypothesis 5: There is a positive correlation between self-reported social loafing and dominance in online learning groups

Summary

Introduction

Virtual groups are becoming a common component of both the corporate and educational structure. For the students who participate fully, this could result in feelings of inequity and lead to social loafing Those not fully contributing may social loaf because they perceive that their work is not critical for the group project’s overall success (Karau & Williams, 1993), perceive an inequitable relationship (Walster, Berscheid & Walster, 1973), believe benefits outweigh the cost (Murphy, Wayne, Liden & Erdogen, 2003), or are intentionally free riding. Hypothesis 2: Perception of decreased individual task visibility increases the occurrence of perceived social loafing among group members. Research indicates there is a significant correlation between procedural justice and social loafing; and individual’s perception of the fairness in distribution procedures may influence the individual’s effort on group projects (Liden et al, 2004; Karau & Williams, 1993). Hypothesis 3: There is negative correlation between positive perceptions of distributive justice and social loafing in online learning groups. Hypothesis 5: There is a positive correlation between self-reported social loafing and dominance in online learning groups

Participants

Procedure

Results

Discussion