The DOI matches its Crossref record; 29 of the 32 references it cites were found in a registry or an index.
Influences of Online Learning on Social Loafing
Open accessAbstract
This study was conducted to explore the Influences of Online Learning on Social Loafing. Since the pandemic, online learning has become more popular, and students have been exposed to various cooperative and collaborative learning exercises. These group activities are not usually well-liked by students. Students who work in groups face various challenges, such as personal conflicts, unequal effort, scheduling, and others. This study utilized the qualitative research method. This study's sixteen (16) participants were selected through purposive sampling. The researcher's semi-structured interview guide was used in data gathering through interviews. The thematic analysis of Braun and Clarke was used to analyze the qualitative data. Ten (10) emergent themes were established from the participants' responses, classified under three (3) overarching themes that provided answers to sub-problems. The emergent themes were extracted from the significant statements of the key participants. For the description of the participants on their experiences during online learning, the overarching theme, Experience of the Participants of Social Loafing in an Online Learning, has three (3) emergent themes that were classified as Relying on the group leaders; Absence of collaboration; Poor Prioritization. The Factors of Online Learning that Contribute to Social Loafing has four (4) emergent themes that were classified: Group size, Internet Connectivity issue, Digital distractions, and Types of Leaders, while the Implications of the Participants' Contribution to Social Loafing in Online Learning has three (3) emergent themes that were classified as Affecting Group's Quality of Performance and Grades; Affecting Mental Health; Affecting groups relationship. The study's findings and recommendations were used to improve the issues encountered during online learning on social loafing.
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“As such, students are moving their communication beyond the LMS via social media platforms, which may impact educators' awareness of task progression and who is engaging in the work; these issues may encourage social loafing (Sagayno et al., 2023).”
From Exploring the experiences of social loafing in group work among online psychology students (2025) · cites this paper as Sagayno et al., 2023
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“However, externalising communication from the LMS to social media may pose challenges in terms of tracking individual contributions and maintaining accountability (Sagayno et al., 2023).”
From Exploring the experiences of social loafing in group work among online psychology students (2025) · cites this paper as Sagayno et al., 2023
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“Consistent with prior findings (e.g., Lam, 2015; Sagayno et al., 2023), asynchronous communication has the potential to increase social loafing, if peer interaction is not intentionally built-in to the group work experience.”
From Exploring the experiences of social loafing in group work among online psychology students (2025) · cites this paper as Sagayno et al., 2023
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Cited by
Sorted by citations
Exploring the experiences of social loafing in group work among online psychology students
Puccini, O., & Newell, S. (2025) · Journal of University Teaching and Learning Practice · doi:10.53761/dqvkp589 · Cited by 1
“As such, students are moving their communication beyond the LMS via social media platforms, which may impact educators' awareness of task progression and who is engaging in the work; these issues may encourage social loafing (Sagayno et al., 2023).”
InfluentialLee, D., Huh, Y., & Lee, E. (2025) · Journal of Computing in Higher Education · doi:10.1007/s12528-025-09449-1
Metadata
- Authors
- Sagayno, J., Sumicad, R., Geraldizo-Pabriga, M. G., Gabunada, N. P., Tañola, V., & De Vera, J. P.
- Affiliations
- University of Cebu (PH)
- ORCID
- Venue
- British Journal of Teacher Education and Pedagogy
- Published
- 2023-11-04
- Volume
- 2
- Issue
- 3
- Pages
- 18-34
- ISSN
- 2755-1482 (ISSN-L)
- OpenAlex
- W4388369012
- Cited by
- 1
- References
- 32
- Citations by year
- 2025: 1
- FWCI
- 0.74
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- British Journal of Teacher Education and Pedagogy (publishedVersion)
- Topics
- Social Sciences › Education › Online Learning Methods and Innovations
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- social loafing, online learning, cooperative learning, group work, COVID-19 pandemic, group size, internet access, digital distraction, group performance, student mental health, group relations
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- Sagayno, J., Sumicad, R., Geraldizo-Pabriga, M. G., Gabunada, N. P., Tañola, V., & De Vera, J. P. (2023). Influences of Online Learning on Social Loafing. British Journal of Teacher Education and Pedagogy. https://doi.org/10.32996/bjtep.2023.2.3.3
