Tips for Addressing Social Loafing in Group Projects

Group work is a valuable learning device that teaches teamwork skills which students will use no matter what profession they enter. It is perhaps even more valuable in online classes, as more and more organizations are using distributed employees who need to coordinate their work from a distance. But group work also brings with it the danger of social loafing, those one or two students who do not contribute their fair share to the project. Not only does it undermine the quality of the project, but it creates frustration among other group members who see it as unfair to have team members not pull their own weight. This can have a dampening effect on the motivation and thus performance of other members of the group.

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Student Entitlement: Key Questions and Short Answers

What is student entitlement? Ask a group of teachers to define student entitlement and their answers will strike similar themes. A definition often used by researchers categorizes student entitlement as a “tendency to possess an expectation of academic success without taking personal responsibility for achieving that success.”

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Incorporating Principles in Cognitive Psychology to Improve Student Learning

At the 2017 STEM FIT Symposium at Washington University in St. Louis, Mark McDaniel, PhD, Professor, Psychological & Brain Sciences, co-director of CIRCLE, and co-author of Make it Stick: The Science of Successful Learning (2014), presented a plenary address on how research in cognitive psychology can support effective teaching practices and improve learning. Supported by laboratory and field experiments, many of the techniques McDaniel presented from the book can be applied to most academic subjects in order to promote student learning. Henry L. Roediger, McDaniel’s co-author, previously grouped many of these same techniques into three general principles to enhance educational practice (Roediger & Pyc, 2012). Each principle offers an opportunity to consider how to incorporate research-supported practices for sustained learning. Brief summaries of the three general principles are listed below. I have also included a few examples found within the literature of how you may incorporate these principles into your teaching:

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