<![CDATA[Online distance learning has become an important component of post-pandemic higher education, yet its reliance on internet-connected technologies may also increase opportunities for student cyberloafing. Although cyberloafing has been widely examined in workplace settings, its manifestations and dynamics in online higher education remain less understood, particularly in Indonesia. This study explored the forms of student cyberloafing during online distance learning, its perceived causes and impacts, and the conditions that reinforce its recurrence. An exploratory qualitative design was employed involving 18 active university students with experience in distance learning from universities located in the Greater Jakarta area, Indonesia. The participants were divided into three focus groups, with six students in each group. Data were collected through three focus group discussions conducted on 22–24 June 2023 and analyzed using thematic analysis. Four themes were identified: (1) forms of cyberloafing, including social media use, online entertainment, shopping, gaming, and other off-task online activities; (2) perceived causes, particularly boredom, characteristics and difficulty of learning materials, easy smartphone access, and limited instructor supervision; (3) perceived impacts, including reduced concentration and understanding, additional study time, and short-term psychological refreshing; and (4) reinforcing conditions, including limited consequences, low interaction and supervision, and group norms. These findings indicate that cyberloafing in online distance learning is shaped not only by technology use, but also by motivational, cognitive, and contextual factors. Addressing these factors is important for strengthening student engagement and supporting the sustainable implementation of online learning in higher education.]]>
