Learning and procrastination: A review of publications from 2005 to 2015

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 abordagensLearning 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 approache

Does SMS-Support Make a Difference? Effectiveness of a Two-Week Online-Training to Overcome Procrastination. A Randomized Controlled Trial

The primary purpose of this randomized controlled trial (RCT) was to evaluate the efficacy of an unguided, 2-week internet-based training program to overcome procrastination, called ON.TOP. Because adherence is a typical problem among individuals who tend to procrastinate, especially with internet-based interventions, the secondary purpose of the present study was to investigate whether adding SMS support increases subjects’ frequency of engagement in training. In a three-armed RCT (N = 161), the effects of the intervention alone and intervention with daily SMS-support were compared to a waiting list control condition in a sample of students. The primary outcome of interest was procrastination. The secondary outcome of interest was the extent of training behavior. Baseline (T0), immediate post-treatment (T1) and 8-week post-treatment (T2) assessments were conducted. Results indicated that procrastination decreased significantly only with intervention group with daily SMS support, relative to control. Moreover, incorporating SMS support also may enhance extent of training behavior

Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior

Although training in self-regulated learning (SRL) is effective in improving performance, human trainers can reach only a few people at a time. We developed a web-based training for potentially unlimited numbers of participants based on the process model of SRL by Schmitz and Wiese (2006). A prior study (Bellhäuser et al., 2016) observed positive effects on self-reported SRL and self-efficacy. In the present randomized controlled trial, we investigated an improved version of the web-based training, augmented by the application of peer feedback groups. Prospective university students in an online mathematics preparation course were assigned randomly to one of four experimental conditions: Group D (diary), group TD (training + diary), group TDP (training + diary + peer feedback group), and group C (control). Complete data was obtained for 136 participants (78.8% male; M = 19.8 years). The learning diary was intended to trigger goal setting, planning, and self-motivation in the morning and reflection in the evening. The web-based training consisted of three lessons (approximately 90 min each) with videos, presentations, self-tests, and exercises. In the peer feedback condition, participants were randomly assigned to groups of five persons each and used a bulletin board to discuss pre-defined topics related to the content of the web-based training. Outcome measures included a test of declarative SRL knowledge, an SRL questionnaire, a general self-efficacy scale, log file data, and a mathematics test. Results showed positive effects for the web-based training, particularly when combined with peer feedback on both SRL knowledge and SRL questionnaires, self-efficacy, and on objective time-investment, but not on the mathematics test. The learning diary did not exhibit positive effects. We conclude that additional peer-feedback seems to be a useful supplement to web-based trainings with comparably low organizational costs

Supporting Self-Regulated Learning in Online Learning Environments and MOOCs

Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learnin

Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple types of online learning environments and how they address human factors. The 35 studies reviewed show that human factors play an important role in the efficacy of SRL supports. Future studies can use learning analytics to understand learners at a fine-grained level to provide support that best fits individual learners. The objective of the paper is twofold: (a) to inform researchers, designers and teachers about the state of the art of SRL support in online learning environments and MOOCs; (b) to provide suggestions for adaptive self-regulated learning support.Teaching and Teacher Learning (ICLON

Using metacognitive monitoring feedback to improve student learning in augmented reality environments

This research aims to use metacognitive monitoring feedback to improve student learning performance in an augmented reality environment. In this study, Microsoft HoloLens, a prominent augmented reality device and independent mobile computer, provided a more realistic augmented reality environment to engineering students. The near field electromagnetic ranging system collected students' real-time location data when they experienced the augmented reality learning modules. In Phase 1, the study utilized one of the topics in the Ergonomic class, called manual material handling. The Phase 1 experiment results showed that retrospective confidence judgments in augmented reality modules could significantly influence the way students learn when the contents require a high level of spatial awareness during content learning. Therefore, Phase 2 research considered specific engineering education related to spatial recognition. For Phase 2, the location-based augmented reality system was developed to improve user interaction. The augmented reality learning module was biomechanics: one of the Ergonomic class problematic concepts to engineering students. This new location-based augmented reality system allowed students to immerse themselves in the studying process and improved student engagement of hands-on training in an augmented reality environment. Metacognitive monitoring feedback was another tool applied to improve students' learning performance. Student test scores, confidence level, answering time, and reviewing time were collected as metrics for performance assessment during the experiment. Overall, Phases 1 and 2 study outcomes advanced our understanding of students' interactions and the learning content in an augmented reality learning environment. This study also provided a guideline for how engineers need to develop valuable learning content in augmented reality 'environments. Furthermore, using a metacognitive monitoring feedback tool in an augmented reality learning environment is an effective strategy to improve students' academic performance and calibration.Includes bibliographical references (pages 93-108)

5th International Open and Distance Learning Conference Proceedings Book = 5. Uluslararası Açık ve Uzaktan Öğrenme Konferansı Bildiri Kitabı

In celebration of our 40th anniversary in open and distance learning, we are happy and proud to organize the 5th International Open & Distance Learning Conference- IODL 2022, which was held at Anadolu University, Eskişehir, Türkiye on 28-30 September 2022. After the conferences in 2002, 2006, 2010, and 2019, IODL 2022 is the 5th IODL event hosted by Anadolu University Open Education System (OES)