This article is a part of the CTE’s Monthly Article series. In this article, Revere, Elden, & Bartsch examine ‘social loafing’ in a collaborative learning environment. Using a quasi-experimental design and survey research, the authors report that students who participated in collaborative learning followed by a group examination had higher perceived levels of learning and more positive attitudes toward the course than a control group who did not participate in a group examination. The students who participated in a group examination also reported less social loafing.

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