An Exploratory Study of the Free Riding Debacle in a Malaysian University: Students’ Perspectives

Njie, Baboucarr; Asimiran, Soaib; Basri, Ramli

doi:10.1007/s40299-012-0029-x

Cited by 6 publications

(6 citation statements)

References 17 publications

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“…In order to guarantee the effectiveness of the smallgroup learning, Smith et al (2005) suggested the leadership role should be shared among group members to ensure structured or cooperative group work. Moreover, teachers should hold an ''instructional role'' to curb the free riding phenomena (Njie et al 2013).…”

Section: Social Network Features Of Small-group Discussionmentioning

confidence: 99%

Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

Zheng

Tang

et al. 2015

J. Comput. Educ.

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Rapid evolution of information technology has changed traditional classroom pedagogies, and a number of computer-supported collaborative learning forms have burgeoned. However, research concerning the analysis of teacher-student interaction in actual classroom discussions is still less established. This article addresses the nature of teacher-student interaction in small-group discussions in a Chinese higher education setting. We analysed the social network and verbal behavioural features of teacher-student interaction using an analytical framework that integrates the social network analysis (SNA) and Flanders interaction analysis (FIA). The results of SNA indicated that the teacher exerted the main control of the social network and the group leaders were more actively engaged than other students. The findings of FIA showed a range of teacher-student behavioural characteristics. Teacher lecturing, student-initiated talk and teacher's clarifying student ideas accounted for the largest percentage of interaction. Although the teacher spent a large percentage of talk in lecturing, he acted more like a guide and facilitator, developing student ideas with appropriate comments and providing ample opportunities for student talk. The students as a whole were found to be active in verbal

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Section: Social Network Features Of Small-group Discussionmentioning

confidence: 99%

Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

Zheng

Tang

et al. 2015

J. Comput. Educ.

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“…Similarly, Wolff, Druskat, Koman and Messer (2006) illustrate a clear link between group's emotional competence and its effectiveness as viewed from the ways group members deal with those who do not observe group norms. Indeed, previous research studies, most of which are based in different socio-cultural contexts from those of the present study, have examined on the factors associated with social loafing (Njie, Asimiran & Basri, 2013;Li & Campbell, 2008;Liden, Wayne, Jaworski & Bennett, 2004;North, Linley & Hargreaves, 2000), as well as possible ways to reduce the behavior (Aggarwal & O'Brien, 2008;Sharp, 2006;Kuisma, 2007;Pieterse & Thompson, 2010;Piezon & Donaldson, 2005;Swaray, 2012).…”

Section: Theoretical Framework Literature Review and The Current Studymentioning

confidence: 99%

“…Conceptually, social loafing is a situation whereby individuals withdraw their efforts while working in group situations compared to when they work alone and rely on other group members to have the work done, while expecting to benefit equally on the performance outcomes (Baron & Branscombe, 2012;Horowitz & Bordens, 1995;Jassawalla, Malshe & U 28 Milinga et al -Group-Based Assignments Sashittal, 2008;Njie, Asimiran & Basri, 2013;Webb, 1995); those displaying the behavior are referred to as social loafers. As a result, the literature is replete with negative consequences associated with the occurrence of social loafing when individuals work in groups in different contexts (Cheng & Warren, 2000;Latane, Williams & Harkins, 1979).…”

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confidence: 99%

Member Reactions to Social Loafers When Doing Group-Based Assignments: A Group Processes Perspective

Milinga¹,

Kibonde²,

Mallya³

et al. 2019

REMIE

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Understanding how student teachers undertake their group work may provide solid foundation for developing essential skills required for the 21st Century teachers, and subsequently help improve group-based assessment in higher education. However, social loafing has been found to interfere with this assessment mode. This article reports on undergraduate student teachers’ reactions to social loafers when working on group assignments as part of their continuous assessment. It focuses on how they go about doing their group work and react to the social loafers. The data were collected using face-to-face semi-structured interviews from 18 purposefully and conveniently selected participants. The findings have indicated procedures that students observe in doing their group assignments such as formulation of own group norms and rules, and holding of meetings for the work being determined by the nature of the assignments, and their submission deadlines. Additionally, it has been found that group members employ humanitarian, punitive and threatening approaches as they react to social loafers. The article concludes that proper planning for students’ group assignments is important and; both instructors and students should play their roles accordingly to overcome the problem of social loafing when the use of group-based assessments is indispensable within higher education contexts.

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“…Spiller (et al) recognised further factors that may influence the success of cohort supervision: cross-cultural environments, copublishing with students, supervisor and student negotiations to ensure common understanding about important aspects, and written feedback on students' drafts [25]. Njie (et al) argued that supervisors need to be involved in group activities to counter-act unwanted practices such as 'free riding' (not contributing to group activities) [17]. The number and diversity of the personal and contextual factors affecting cohort supervision signifies the complexity of the task and the expectation of the skills required.…”

Section: Related Workmentioning

confidence: 99%

Cohort Supervision: Towards a Sustainable Model for Distance Learning

Biljon

Pilkington

Merwe

et al. 2019

Communications in Computer and Information Science

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In response to the challenge of increasing supervision capacity while at the same time also improving the supervision experience, we used a design science research approach to guide the design, implementation and evaluation of a cohort supervision model for master's students in computing at an open-distance university. This paper describes the implementation of a cohort programme in 2018, the findings from data collected during a focus group with students and supervisors, students' reflective evaluations at the end of the module, feedback from the supervisors, and our reflective notes. Our main theoretical contribution is the cohort model proposed for developing supervision capacity at master's level. Our practical contribution is a method for a practical supervision model for master's students based on the concepts of co-operative learning and conversational theory.

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An Exploratory Study of the Free Riding Debacle in a Malaysian University: Students’ Perspectives

Cited by 6 publications

References 17 publications

Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

Member Reactions to Social Loafers When Doing Group-Based Assignments: A Group Processes Perspective

Cohort Supervision: Towards a Sustainable Model for Distance Learning

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