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. Faculty implemented 3 strategies to combat free riding and promote greater accountability and individual engagement in group work in an online course. First, faculty created an assignment rubric allotting 25% of the grade to group participation. Second, groups were required to develop the assignment using a specified digital chat-enabled collaboration platform visible to faculty. Third, students completed a 5-point Likert scale for peer evaluation of team members via electronic survey software. The evaluation allowed students to rate the extent to which their fellow team members exhibited respectful communication, timely responsiveness, and significant team contributions. Faculty monitored student participation in project development via the collaboration platform providing private reminders to inactive students. Monitoring group work via the digital collaboration platform provided faculty insight into the group work process and an additional mechanism for increasing teaching presence in online coursework. Peer evaluation scores were used in grade calculations based on the rubric. Students and faculty responded positively to the implementation of these strategies.

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