Free riders earned significantly lower grades than students in the active constructive and social interactive trajectories, whose achievement levels were statistically indistinguishable.¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Kruskal–Wallis revealed a significant difference in final exam GPA among trajectories (H = 40.59, p < 0.0001), with a large effect size (ε² = 0.30). → Ramy Elmoazen 2025 q2 i? Dunn's pairwise tests showed free riders (M = 62.9 ± 11.9) scored significantly lower than active constructive (M = 77.4 ± 8.64) and social interactive (M = 78.2 ± 10.5) students, with no significant difference between the two active trajectories. → Ramy Elmoazen 2025 (2)

Evidence¶

Ramy Elmoazen 2025¶

Ramy Elmoazen, Mohammed Saqr, Laura Hirsto, Matti Tedre. (2025). Capturing temporal pathways of collaborative roles: A multilayered analytical approach using community of inquiry. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09431-6

q2 · i3 · associational · r1

Comparison of final-exam grade point averages across the three LCS-derived trajectories; the article reports "The effect size (ε² = 0.30) indicates a large effect of the students' trajectory on their grades."

"The Kruskal–Wallis test revealed a statistically significant difference among the three learning trajectory groups [H = 40.59, p < 0.0001, confidence interval (CI) (0.22–1)]."

Ramy Elmoazen 2025 (2)¶

Ramy Elmoazen, Mohammed Saqr, Laura Hirsto, Matti Tedre. (2025). Capturing temporal pathways of collaborative roles: A multilayered analytical approach using community of inquiry. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09431-6

q2 · i? · associational · r1

Post hoc Dunn's tests with Holm correction on the same trajectory–grade comparison. The article reports "there was no statistically significant difference between students' grades in active constructive and social interactive trajectories"; equivalence was not tested.

"Dunn's pairwise comparisons showed that free riders have significantly lower mean grades (M = 62.9 ± 11.9) in comparison to active constructive (M = 77.4 ± 8.64) and social interactive (M = 78.2 ± 10.5) trajectories."

Discussion¶

Related Claims¶

• Trajectories differed in transition structure: free-rider students migrated from social mediator and leader roles into the peripheral explorer role, and rarely returned to leadership directly. — related
• Students' roles showed strong temporal stability: each trajectory returned to its initial roles across the 13 weeks, which the authors interpret as stable collaborative dispositions. — related