TY - JOUR
T1 - Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes
AU - Goda, Yoshiko
AU - Yamada, Masanori
AU - Kato, Hiroshi
AU - Matsuda, Takeshi
AU - Saito, Yutaka
AU - Miyagawa, Hiroyuki
N1 - Funding Information:
Yoshiko Goda is an associate professor of the Research Center for Higher Education and Instructional Systems Program Graduate School of Social and Cultural Sciences at Kumamoto University, Japan. She received her Ph.D. (Science Education) at Florida Institute of Technology (FIT) in 2004 with partially partial support of a Fulbright scholarship. She has held teaching experiences in various countries including Shu-Te University, Taiwan (1999–2000), the graduate school of FIT (2004), US, Aoyama Gakuin University (2005–2008), and Otemae University, Japan (2008–2010). She has authored “Application of CoI to design CSCL for EFL online asynchronous discussion (pp. 295–316, 2012), in Akyol, Z. & Garrison, R. (Eds.), Educational Communities of Inquiry: Theoretical framework, research and practice.” Her current research interests include self-regulated learning for e-learning, instructional and learning design, online education program evaluation, and innovative community for global education.
Funding Information:
This work was supported by MEXT/JSPS Grant-in-Aid for Scientific Research 24300289 .
PY - 2015/1/1
Y1 - 2015/1/1
N2 - The aims of this longitudinal study were to describe undergraduates' learning behavioral types in e-learning and to investigate their relationship to learning outcomes over an entire semester. In the first part of the study, 441 students at a national university in Japan were analyzed with regard to their visualization of learning progress. Seven distinct types of learning behavior were identified: (1) procrastination, (2) learning habit, (3) random, (4) diminished drive, (5) early bird, (6) chevron, and (7) catch-up. In the second part of this study, data from 226 students were analyzed. The results showed significant relationships between their learning type and ultimate learning outcomes. The students who exhibited the learning habit type scored significantly higher on the test than those students of the procrastination type. The results imply that regulated learning (i.e., forming a learning habit) could increase learning effectiveness and lead to better learning outcomes in e-learning.
AB - The aims of this longitudinal study were to describe undergraduates' learning behavioral types in e-learning and to investigate their relationship to learning outcomes over an entire semester. In the first part of the study, 441 students at a national university in Japan were analyzed with regard to their visualization of learning progress. Seven distinct types of learning behavior were identified: (1) procrastination, (2) learning habit, (3) random, (4) diminished drive, (5) early bird, (6) chevron, and (7) catch-up. In the second part of this study, data from 226 students were analyzed. The results showed significant relationships between their learning type and ultimate learning outcomes. The students who exhibited the learning habit type scored significantly higher on the test than those students of the procrastination type. The results imply that regulated learning (i.e., forming a learning habit) could increase learning effectiveness and lead to better learning outcomes in e-learning.
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U2 - 10.1016/j.lindif.2014.11.001
DO - 10.1016/j.lindif.2014.11.001
M3 - Article
AN - SCOPUS:84912051389
VL - 37
SP - 72
EP - 80
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
ER -