Francesc Llorens Antoni Pérez-Poch

This brief article is the final contribution of the authors to the PhD "Time Factor in E-Learning Seminar" (E-Learn Center), Open University of Catalonia (UOC), March-June 2011.

Introduction

As we have seen in the previous development of the collaborative conceptual map about Time Factor in e-learning, there are many ways in which we could consider an approach to an effective classification of “time” in e-learning experiences. Moreover, each one of them involves some regulatory agents that we have established, as well. In this paper, we would like to discuss some particular points of the ‘Academic and Personal Time’. Academic time refers to the management of teaching and learning processes time (mainly in online environments), and personal time refers to the effective individual management of time. These two items converge in the student-centered models of the learning process. We will shortly examine three factors (among many other possible ones) which are clearly involved in the improvement of time management. These factors are as follows:

1. Communication tools and environments used by students in their learning process.
2. The “delay” in making classroom tasks or participating in collaborative activities (procrastination).
3. Self-awareness about the importance of developing management time skills, to become an effective e-learner.

1. Management of communication tools and teamwork environments

Student-centered on-line educational courses require that the learner takes full responsibility for his own learning process. In web-based online learning environments, for instance (Dabbagh N. & Kitsantas A., 2004), student-centered learning is supported by a number of communication tools. These web-based pedagogical tools are essential for a successful learning experience in this context, because students must exercise a high degree of self-regulatory awareness to accomplish their learning goals.

Many of these tools are specifical for managing time. Tools,, like to-do’s lists, schedules, Gantt diagrams… allow students to increase their own self-efficacy. On the other hand, the use of collaborative tools and environments allow the learner to share their goals with each others´; and the steps to achieve them.

In traditional, face-to-face (f2f) classroom environments it is the instructor who exercises control over the learning process, and who is able to monitor student progress very closely. But in these on-line contexts the influence of the instructor is not so direct. Hence, students need to develop some time regulation competences in order to be successful in obtaining their learning goals. Certainly, the online instructor has less influence than in a face-to-face classroom. Webtools like connection logs or interactive messaging can be used to counteract this deficiency and support students’ time use in the learning process.

2. Relations between academic performance and procrastination

Michinov et al. (2001) have shown that procrastination is a key factor in the performance of online learners. In a study conducted to test this hypothesis, a sample of learners taking a 10-week course on environmental issues, it was shown that a negative relationship was found between procrastination and performance. That relationship was mediated by the level of the learners’ participation in discussion forums. Therefore, it appears that high procrastinators, who have a poor development of their time management skills, are less successful online learners. Additionally, it was also noted that behavioural differences existed between high and low procrastinators, differences which are likely to be trained.

Odaci (2011) describes the academic procrastination as a problem that consists of delaying work in such areas as preparing for exams, homework or holding meetings. The procrastination, as it has been said, implies poor time management, and other reasons of a subjective nature. This study reveals the relationship between procrastination and self-efficacy in higher education, using standardized scales. It seems to be assumed that Internet use can affect negatively (in terms of procrastination) the results of learning process. However, this research shows that in fact,this is not the case. There has been found no significant correlation between problematic Internet use and academic procrastination.

3. Self-enhancement time management skills

Time planning and management therefore have been highly correlated with academic achievement. Zimmerman (2000) suggests that students who keep careful records of time spent on assigned learning tasks, begin to develop an appreciation for the value of effective time management and its impact on academic performance. These self-regulatory processes can be taught through a variety of instructional methods in order to enhance students’ academic study skills. Nowadays however, few guidelines exist on how mentors and instructors can incorporate self-regulated processes using web-based pedagogical tools. The development of such guidelines would provide more effective instructional designs for distance learners, and will help define better the role of the instructor of the modern times.

As an example of these efforts, some initiatives have been undertaken (Goodfellow, 2005) among different on-line universities. They are intended to promote these time skills among their students. An action research project had been conducted in an online Masters in the Online and distance Education (MAODE) programme at the UK Open University. This program aimed to create an online writing resource to support distance learners in developing a critical awareness of the writing practices in the programme. May we note that the course’s topic (writing practices) was directly related to the effort to develop time regulation competencies among enrolled students.

Conclusions

We have reviewed some key factors that are usually present in online learning, and we have also tried to show how the time factor is involved in them. We have chosen these particular factors because everyone of them is an essential part among learners’ skills in online environments and higher education. Knowing how to participate in collaborative tasks using tools and teamwork environments, understanding the relationships between procrastination and self-efficacy, and learning about the development of time management skills in distance learners therefore should be encouraged, since it has been found that all of them are key factors in today’s students becoming successful learners. More research is needed to assess which development programs are the most effective ones.

References

-Dabbagh N. & Kitsantas A. (2004). Supporting Self-Regulation in Student-Centered Web-Based Learning Environments. International Journal of E-Learning. January-March. (3) 40-47.

-Goodfellow R. (2005). Academic literacies and e-learning: A critical approach to writing in the online university. International. Journal of Educational Research. 43(7-8), 481-494.

-Michinov N., Brunot S. , Le Bohec O., Juhel J. & Delaval M., (2001). Procrastination, participation, and performance in online learning environments. Computers and Education. 56(1) 243-252.

-Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57, 113-119.

-Zimmerman B.J. (2000). Attaining self-regulation: A social-cogntive perspective. In Boekaerts M., Pintrich P., Zeidner M. (Eds.), (2000) Handbook of Self-Regulation: Theory, research, and applications. Academic Press. 13-39.