2012
DOI: 10.1177/1469787412467123
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Abstract: The increase in popularity of group work in higher education has been accompanied by an increase in the frequency of reports of students not equally contributing to work within the groups. Referred to as ‘free-riders’, the effect of this behaviour on other students can make group work an unpleasant experience for some. Of most frustration to students is receiving the same mark as their fellow non-contributing group members despite producing much of the group’s work. Identifying free-riding behaviour early on i… Show more

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Cited by 186 publications
(119 citation statements)
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“…The problem-solving cycle addressing work group challenges and the research cycle developing new knowledge have ongoing and systematic interaction (Chiasson, Germonprez, & Mathiassen, 2008;Mckay & Marshall, 2001). Relying on this interaction and its longitudinal outcomes, along with a variety of studies focusing on group work (Fearon, McLaughlin, & Eng, 2012;Garbett, 2014;Hall & Buzwell, 2013;Hansen, 2006;Pauli, Mohiyeddini, Bray, Michie, & Street, 2008;Waite, Jackson, Diwan, & Leonardi, 2004;Wolfe, 2008) we identified nine problems and developed solutioninterventions to improve the group work outcomes and make member contributions more even within and across groups. The study commenced in 2007 when an academic from the USA visited and taught in Australia.…”
Section: Methodsmentioning
confidence: 99%
“…The problem-solving cycle addressing work group challenges and the research cycle developing new knowledge have ongoing and systematic interaction (Chiasson, Germonprez, & Mathiassen, 2008;Mckay & Marshall, 2001). Relying on this interaction and its longitudinal outcomes, along with a variety of studies focusing on group work (Fearon, McLaughlin, & Eng, 2012;Garbett, 2014;Hall & Buzwell, 2013;Hansen, 2006;Pauli, Mohiyeddini, Bray, Michie, & Street, 2008;Waite, Jackson, Diwan, & Leonardi, 2004;Wolfe, 2008) we identified nine problems and developed solutioninterventions to improve the group work outcomes and make member contributions more even within and across groups. The study commenced in 2007 when an academic from the USA visited and taught in Australia.…”
Section: Methodsmentioning
confidence: 99%
“…Pavyzdžiui, kai kuriais atvejais dykinėjimas yra skatinamas kitų grupės narių, jei tikima, kad tam tikras grupės narys neturi reikiamų įgū-džių užduočiai atlikti. Grupės nariai gali būti suinteresuoti neleisti tokiems grupės nariams prisidėti prie projekto, jei jie tiki, kad šis indėlis sumažins bendrą grupės įvertinimą (Hall, Buzwell, 2012). Tai gali sukelti ir atitinkamas elgsenas, pavyzdžiui, išmetimą iš grupės, atskyrimą nuo grupės ir pan.…”
Section: Tikėjimas Kad Sulaikytų Pastangų Gaunama Nauda Nusvers Kaštunclassified
“…Taip pat svarbus aspektas -individo asmeniniai įsitikinimai, kad jam trūksta kompetencijų ir konkrečių įgūdžių už-duočiai atlikti (Hall, Buzwell, 2012), lemiantys, kad individas, nepasitikėdamas savo jėgomis, sumažina pastangas užduo-tims grupėje atlikti, tikėdamas paslėpti savo nekompetenciją. Tačiau pasitaiko atvejų, kai grupės nariai mano, jog asmuo ar keli asmenys grupėje yra nekompetentingi, todėl, nenorėdami prisiimti mulkio vaidmenį, per daug nesistengia.…”
Section: Tikėjimas Kad Sulaikytų Pastangų Gaunama Nauda Nusvers Kaštunclassified
“…In a survey of over 200 students, [5] also found that free-riding was a top complaint. Finally, in a survey of more than 140 students, [10] found that students often listed free-riding as one of the top challenges of cross-cultural collaboration.…”
Section: Participation In Collaborative Group Workmentioning
confidence: 99%
“…those who contribute very little to the online activity) [5]. However, more research is needed to better understand why variations in the quantity of online contributions exist, particularly in blended environments.…”
Section: Introductionmentioning
confidence: 99%