Study procrastination, achievement, and academic motivation in web-based and blended distance learning

Romano, Jeanine; Wallace, Tary L.; Helmick, Ina J.; Carey, Lou M.; A, Lisa

doi:10.1016/j.iheduc.2005.09.003

Cited by 33 publications

(12 citation statements)

References 15 publications

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“…Interview data show that both the module coordinator and problem-based tutor were initially sceptical about the potential of online learning to deliver a complex statistics module, findings which are consistent with much of the blended learning literature (Turney et al 2009; Romano et al 2005). Ultimately however, they found it to be an enjoyable and acceptable alternative to traditional classroom teaching, and this highlights the importance of gaining an adequate level of ‘buy-in’ from both teachers and course planners about the use of online learning technologies for higher education purposes (Lahaie 2007).…”

Section: Discussionsupporting

confidence: 61%

“…It was noticeable that the student failing the module test in the online variant had participated much less in the online learning activities, and this again bears out Barnard et al’s findings that in order to work, students must display a high level of personal motivation and self-regulation in order to take advantage of the learning opportunities afforded by online learning The absence of material artifacts such as the recorded discussion board for the face-to-face variant make it much harder to determine likely reasons for the failure within this group or objectively identify those student inclined to procrastination or lack of commitment to their course work which may be one advantage of the blended learning variant (Romano et al 2005). …”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree

Jong

Verstegen

Tan

et al. 2012

Adv in Health Sci Educ

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This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module’s learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts.

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 99%

A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree

Jong

Verstegen

Tan

et al. 2012

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…This means that the long period until the exam was not utilized efficiently enough. In a distance course, students tend to have more control over time, place and ways of study, and this offers opportunity for self-management that can cause study procrastination, which in turn may result in cramming (Romano et al, 2005). It is possible that, these types of negative study habits can be handled by using the curvilinear function of procrastination for exams.…”

Section: Assignment Score Predictorsmentioning

confidence: 99%

“…appears as if students perceive such unstructured distance-learning environment as an excuse to procrastinate (Klingsieck, Fries, Horz, & Hofer, 2012). There has been more research on procrastinating and non-procrastinating students in online, blended and face-to-face environments in the last decade (Geri, Gafni, & Winer, 2014;Klingsieck, Fries, Horz, & Hofer, 2012;Michinov et al, 2011;Rakes & Dunn, 2010;Romano, Wallace, Helmick, Carey, & Adkins, 2005;Yamada et al, 2015;You, 2015). Some part of these studies shows that procrastinators are more disadvantaged than non-procrastinators in DL in terms of their academic achievement.…”

Section: Introduce the Problemmentioning

confidence: 99%

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

Yılmaz

2017

JETS

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The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students' academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

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“…De fato, processos de autorregulação parecem ser essenciais el ambiente de aprendizagem online. Cursos a distância que apresentam suporte de instrutores presenciais desenvolvem mais estudantes procrastinadores do que cursos totalmente a distância (Romano et al, 2005).…”

Section: Aprendizagem Autorreguladaunclassified

Aprendizagem e Procrastinação: Uma Revisão de Publicações no Período 2005-2015

Correia¹,

Moura²

2017

reice

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Aprendizagem e procrastinação são dois fenômenos inter-relacionados. Além disso, tanto aprendizagem quanto procrastinação parecem impactar todas as esferas da vida social moderna. O objetivo deste artigo é identificar evidências científicas do período 2005 a 2015 sobre as relações conceituais entre os dois fenômenos. Por meio de revisão sistemática da literatura é possível identificar três categorias de conceitos centrais envolvendo esses dois construtos (autoeficácia, autorregulação e o papel das emoções e dos valores do indivíduo), além do uso de ferramentas para redução da procrastinação no ambiente da aprendizagem. O artigo apresenta uma síntese das proposições elaboradas nos estudos prévios levantados sobre as relações dessas categorias com a aprendizagem e a procrastinação. Para auxiliar na apreensão das proposições apresentadas, é elaborado um mapa conceitual das relações entre os conceitos investigados pela revisão. Conclui-se que há viés epistemológico nas visões sobre os dois fenômenos, sugerindo a oportunidade de exploração do tema por meio de novas abordagens.Palavras-chaves: Aprendizagem, Revisão, Eficácia, Reguladora, Autonomia educativa.Learning and procrastination are two interrelated phenomena. In addition, both learning and procrastination appear to impact all domains of modern social life. The paper aims at identifying scientific evidences of publications between the years of 2005 and 2015 on the conceptual relationship between both phenomena. The systematic literature review method presents three categories of core concepts involving those two constructs (self-efficacy, self-regulation and the role of individual emotions and values), and the use of tools to reduce procrastination in learning environments. The paper presents an overview of the statements presented on the previous studies about the relationship of these categories with learning and procrastination. In order to help the apprehension of the presented statements, it is developed a conceptual map of the relationships between the concepts investigated by the review. We conclude that there is a bias in the epistemological views on the two phenomena, suggesting an opportunity to explore new approaches.

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Study procrastination, achievement, and academic motivation in web-based and blended distance learning

Cited by 33 publications

References 15 publications

A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree

A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

Aprendizagem e Procrastinação: Uma Revisão de Publicações no Período 2005-2015

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