Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning

Autor/in	You, Ji Won
Titel	Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning
Quelle	In: Educational Technology & Society, 18 (2015) 3, S.64-74 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Academic Achievement; Time Management; Prediction; Electronic Learning; Assignments; Foreign Countries; Multiple Regression Analysis; College Students; Correlation; Management Systems; Attendance; Scores; Learner Engagement; Statistical Analysis; South Korea + Suchen Sie Ihr Suchwort? Schulleistung; Zeitmanagement; Vorhersage; Assignment; Auftrag; Zuweisung; Ausland; Collegestudent; Korrelation; Anwesenheit; Statistische Analyse; Korea; Republik
Abstract	This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late submission of assignments could be identified from log data. Among 569 college students who enrolled in an e-learning course in Korea, the absence and late submission of assignments were chosen to measure academic procrastination in e-learning. Multiple regression analysis was conducted to examine the relationship between academic procrastination and course achievement. The results showed that the absence and late submission of assignments were negatively significant in predicting course achievement. Furthermore, the study explored the predictability of academic procrastination on course achievement at four points of the 15-week course to test its potential for early prediction. The results showed that the regression model at each time point significantly predicted course achievement, and the predictability increased as time passed. Based on the findings, practical implications for facilitating a successful e-learning environment were suggested, and the potential of analyzing LMS data was discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01