Influences of Online Learning on Social Loafing

Abstract

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.