No abstract

One of the greatest assets of campus based online learning: greater flexibility may promote greater procrastination with concurrent negative consequences. Procrastination is especially prevalent among novice online learners, specifically the male traditional campus-based undergraduate student. This paper investigates the relationship between performance and procrastination for campus-based "traditional" students enrolled in a fully online, large enrollment (300+ students a semester), general education class. Procrastination was rampant with 40% of students typically starting the weekly lesson(s) on the due date(s). Procrastinators had reduced grades (6% lower or an average "A" to "B+/A-" transition) for weekly reflection activities. Males were more susceptible to negative consequences in comparison to their counterparts who procrastinated much less (7% difference in submissions on the due date), and were not as susceptible to lower score(s) on average when they did procrastinate. An e-mail intercession late in the semester failed to change submission habits.