Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course

Cavanaugh, Terence; Lamkin, Marcia; Hu, Haihong

doi:10.24059/olj.v16i4.235

Cited by 8 publications

(7 citation statements)

References 14 publications

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“…The importance of task-planning for first-year students has been corroborated by the finding that students who planned out their studying activities performed better academically (Krumrei-Mancuso, Newton, Kim, & Wilcox, 2013). Furthermore, students who engaged in detailed and thorough planning by, for example, using elaborate to-do lists, were more likely to complete academic tasks ahead of schedule (Cavanaugh, Lamkin, & Hu, 2012). With regard to the role of FYS in improving students' task-planning skills, Hoops and Artrip (2016) recorded that course enrollment can lead to the development of self-regulating skills, particularly in the domain of planning and monitoring one's academic tasks.…”

Section: College Success Factor Index (Csfi)mentioning

confidence: 95%

Who Improves Most? The Differences in First-Year Students’ Learning Attitudes and Behaviors Measured by College Success Factor Index

Krsmanovic

Cox

Johnson

2020

JoSoTL

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Utilizing a pretest-posttest quasi-experimental research design, this study investigated the impacts of participation in a First-Year Seminar (FYS) course on student learning attitudes and behaviors. Using the sample of 1,231 freshmen students in a large, public, research university in the Southeast, the study examined if FYS participation promoted students learning attitudes and behaviors in the following ten areas: responsibility, competition, task-planning, expectation, wellness, time-management, college involvement, family involvement, precision, and persistence. Additionally, the study tested for the differences in changes of students learning attitudes and behaviors among five student populations enrolled in the seminar: first-time in college, summer bridge, international, out-of-state, and teacher pre-professionals. Hotelling's T2 test revealed statistically significant differences in learning attitudes and behaviors between pre and posttests for each of the 10 measured factors, while a two-way mixed design MANOVA indicated that changes in students’ learning attitudes and behaviors were not significantly different for any of the factors depending on the subgroup. The lack of between-group differences demonstrated that the FYS course participation was equally beneficial for students from all populations examined in the study.

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Section: College Success Factor Index (Csfi)mentioning

confidence: 95%

Who Improves Most? The Differences in First-Year Students’ Learning Attitudes and Behaviors Measured by College Success Factor Index

Krsmanovic

Cox

Johnson

2020

JoSoTL

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“…As in supporting motivation, time management tools and checklists can also be useful to support students' self-regulation by providing clear information about course content, time commitments and due dates, as well as a way of monitoring their management of learning over a period of time. 47,48 Promoting the use of time management tools at the start of each semester, for example, course calendars, can help students organise study around other commitments such as other courses or employment. 40,49 Self-observation…”

Section: Study Planning and Implementationmentioning

confidence: 99%

Nursing Students' Self-regulated Learning Skills for Online Learning

Tower

Hyun

Watson

et al. 2021

Preprint

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BackgroundUniversities have been working to adopt more flexible approaches to teaching and learning. New approaches have been accelerated by the coronavirus pandemic whereby university nursing programs have moved more learning into online environments to continue delivering education and supporting nursing students to progress in their study. However, there is significant evidence to suggest that many students remain comfortable with traditional methods of learning. Nursing students in particular prefer to learn by experience and reflection. An important attribute for online learning is related to students' self-regulated learning (SRL) skills. The aim of the study was to explore nursing students' SRL readiness for online learning environments. MethodsA convenience sample of one hundred and fifty undergraduate nursing students who were enrolled in the first year of nursing program participated in an online survey. The survey instrument was a Self-Directed Learning Instrument which had previously been used to measure the students' readiness for self-regulated learning.ResultsResults indicated that students were motivated to improve in their learning and enjoyed finding answers to questions. They also agreed that they continued learning even when they faced difficulties. In contrast, they often did not know what they had to learn; they struggled to manage their learning time, find learning resources, monitor their progress, and self-evaluate their learning outcomes. ConclusionsProviding opportunities to develop nursing students' metacognition is important. Activities such as goal setting and planning, developing time management and assessment strategies, and making explicit support channels for online learning, as well as providing opportunities for self-reflection and self-evaluation strategies to enhance SRL can support this.

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“…One great factor of such deficiency is the level of involvement of each member within a research team. Another also was an issue on failing to submit work assignments among students which were mentioned in the study of Cavanaugh et al (2012). Additionally, it has been known that the continuance of students' learning and potential success might be hindered by the loss of any project component.…”

Section: Introductionmentioning

confidence: 99%

Task Delegation and Completion Checklist (Tdcc) in Science Research Team Project

Corpuz-Abenoja¹

2022

EJES

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The study determined whether Task Delegation and Completion Checklist (TDCC) promoted students’ active involvement in Science Research Team Project. A mixed-method research design was utilized in this study and a total of 32 Grade 12 STEM students of Trento National High School, S.Y. 2018-2019 served as the respondents. With the use of TDCC in achieving students’ main task, results revealed that there was a high level of involvement and the participation of students is complete, even beyond active participation. This implied that the checklist did not give room for free riders in a team. Hence, it allowed students to be involved through delegated subtasks and valued the sense of completion for the team. The emerged themes in Focus Group Discussion (FGD) on the topics of attributes and benefits gained with the use of TDCC were all positive and useful for the students themselves. Generally, the use of TDCC promoted students’ involvement in Research Teams from whichever group, either belonged to Biology, Chemistry, or Physics. It is recommended that research advisers will consider the use of TDCC for students in research team projects, as well as to teachers handling different learning areas that maximize group works to promote student involvement in a team. Article visualizations:<img src="/-counters-/edu_01/0937/a.php" alt="Hit counter" />

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Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course

Cited by 8 publications

References 14 publications

Who Improves Most? The Differences in First-Year Students’ Learning Attitudes and Behaviors Measured by College Success Factor Index

Who Improves Most? The Differences in First-Year Students’ Learning Attitudes and Behaviors Measured by College Success Factor Index

Nursing Students' Self-regulated Learning Skills for Online Learning

Task Delegation and Completion Checklist (Tdcc) in Science Research Team Project

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