Reducing free-riding in group projects in line with students’ preferences: Does it matter if there is more at stake?

Abstract

Reducing free-riding is an important challenge for educators who use group projects. In this study, we measure students’ preferences for group project characteristics and investigate if characteristics that better help to reduce free-riding become more important for students when stakes increase. We used a discrete choice experiment based on 12 choice tasks in which students chose between two group projects that differed on five characteristics of which each level had its own effect on free-riding. A different group project grade weight was presented before each choice task to manipulate how much there was at stake for students in the group project. Data of 257 student respondents were used in the analysis. Based on random parameter logit model estimates we find that students prefer (in order of importance) assignment based on schedule availability and motivation or self-selection (instead of random assignment), the use of one or two peer process evaluations (instead of zero), a small team size of three or two students (instead of four), a common grade (instead of a divided grade), and a discussion with the course coordinator without a sanction as a method to handle free-riding (instead of member expulsion). Furthermore, we find that the characteristic team formation approach becomes even more important (especially self-selection) when student stakes increase. Educators can use our findings to design group projects that better help to reduce free-riding by (1) avoiding random assignment as team formation approach, (2) using (one or two) peer process evaluations, and (3) creating small(er) teams.

Student engagement and fostering ownership of learning

“…According to current knowledge, an assessment can contribute to student involvement (Weaver & Esposto, 2012). It can increase students' participation if they believe the evaluation is fair and appropriate for the subject, especially in group work (Benning, 2022). Utilising the action research methodology to examine students' engagement when there is a change in assessment and class activities will reveal whether the shift has been adequate.…”

Is students’ teamwork a dreamwork? A new DCE-based multidimensional approach to preferences towards group work

“…The method has gained increasing attention, especially in, but not limited to, the field of environmental evaluations and transportation and health literature (Goossens et al, 2014;Hernandez and da Costa, 2022;Hoyos, 2010;OECD, 2018;Rakotonarivo et al, 2016;Soekhai et al, 2019;Wang et al, 2021). It also finds application in analyzing educational preferences (Benning, 2022;Steimle et al, 2022). The paper shows that the discrete hypothetical choice method allows for an in-depth analysis of the heterogeneity of preferences toward a mode of learning and collaboration.…”

Three Strategies to Combat Free Riding in Group Work

“…Free riding, characterized by a lack of equal contributions to a group assignment, poses a significant challenge to the equitable distribution of credit and recognition in the group assignment grading process 1. Such behavior may generate frustration and resentment among diligent students.…”