You Are Fired! A Method to Control and Sanction Free Riding in Group Assignments

Abernethy, Avery M.; Lett, W.

doi:10.1080/10528008.2005.11488891

Cited by 36 publications

(35 citation statements)

References 14 publications

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“…If a group assignment will unfold over more than one class period, peer evaluation should occur at multiple points, not only at its completion (Brooks and Ammons, 2003). Since frequent evaluation may consume a lot of time, instructors may wish to eliminate formative peer evaluations and replace them with allowing each group to terminate under-performing peers – an option that has been shown as an effective way to reduce free riding (Abernathy and Lett, 2005).…”

Section: Options For Improving Group Assignmentsmentioning

confidence: 99%

Are group assignments effective pedagogy or a waste of time? A review of the literature and implications for practice

Thom

2020

Teaching Public Administration

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Group assignments are a near-universal feature of classrooms around the world. They are broadly viewed as more effective than passive forms of learning and are assumed to position students for success in fields that demand high levels of interpersonal communication, like public affairs. But does research support that view? This article examines the literature on group assignments. It illustrates that most studies on group assignments suffer from weak research designs, leaving little empirical basis for their presumed benefits. The article offers suggestions for improving the design and implementation of group assignments, but also encourages instructors to reconsider their use.

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Section: Options For Improving Group Assignmentsmentioning

confidence: 99%

Are group assignments effective pedagogy or a waste of time? A review of the literature and implications for practice

Thom

2020

Teaching Public Administration

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“…For example, Amy and Elzbieta 8 looked at the perceived effects of client and non-client-based projects on students. The perception of students on long-term client-based projects and shorter-term case studies were studied by Abernethy and Lett 37 . These papers do not delve into the project variations.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Service Projects on the Perceived Skills of Engineering Technology Students

Appiah-Kubi

Brion

2019

IJSLE

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Client based service projects offer many advantages to instructors, students and host communities. However, instructors must carefully choose the projects in order to achieve the benefits that come with this pedagogical tool. The purpose of this research was to investigate the perception of engineering technology students on how different service projects influence performance and perceived skills. A modified perceived skill model was used to measure the perceived effect of the team based service projects on: motivation to learn, contribution to research knowledge, skills and personal benefit, and project as a learning device. The projects were either client based or non-client based. In addition, they were categorized as either engineering, non-engineering, or some engineering projects. The non-engineering were the projects with no engineering content, whereas those with some form of engineering content were classified as some engineering. From the results, it appears that all the project types and categories were highly perceived by the students as contributing to their perceived skills. They were also highly perceived as great learning tools. Additionally, the projects with engineering content (client based and non-client based) provided a significantly higher perceived motivation to learn. However, there was no significant difference in the exam performance.

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“…A serious problem that occurs frequently in student groups is diminished effort by some free-riding members (e.g., Abernethy and Lett 2005;Beard et al 1989;Bosley 1990;Dommeyer 2007Dommeyer , 2012Latane, Williams and Harkins 1979;Strong and Anderson 1990;Tyagi 2010) or disassociation from the group by "lone wolf" team members (Barr et al 2005;Dixon et al 2003). Finally, team projects frequently fail to provide the intended learning experience for a variety of reasons, among them students" lack of effective interpersonal and small group skills, which leads to counterproductive group conflict (Forman and Katsky 1986;Johnson and Johnson 1987;Kohn 1986).…”

Section: Challenges Of Group Assignmentsmentioning

confidence: 99%

“…Meeting minutes (Bogert and Butt 1990;Larson and LaFasto 1989), individual logs (Goldstein and Malone 1984;Nezlek et al 1983) as well as mid-term and end of term peer evaluations (Williams et al 1991;Darian 1988;Dommeyer 1986) accompanied by confidential memos (Williams et al 1991) were collected from the students. In addition, the professor reserved the right to "fire" a student from the group at the mid-term if a student"s peer evaluations indicated excessive free riding (Abernethy and Lett 2005).…”

Section: Introducing a Cross-course Teaching Innovation To Enhance Grmentioning

confidence: 99%

Introducing a Cross-Course Teaching Innovation to Enhance Group Project Performance

DeFanti¹

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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You Are Fired! A Method to Control and Sanction Free Riding in Group Assignments

Cited by 36 publications

References 14 publications

Are group assignments effective pedagogy or a waste of time? A review of the literature and implications for practice

Are group assignments effective pedagogy or a waste of time? A review of the literature and implications for practice

Effects of Service Projects on the Perceived Skills of Engineering Technology Students

Introducing a Cross-Course Teaching Innovation to Enhance Group Project Performance

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