Procrastination in online courses: Performance and attitudinal differences

Author(s)

Greg C. Elvers, University of Dayton
Donald J. Polzella, University of DaytonFollow
Ken Graetz, University of Dayton

Document Type

Article

Publication Date

2003

Publication Source

Teaching of Psychology

Abstract

This study investigated the relation between dilatory behaviors and performance in students whom we randomly assigned to either an online or a traditional, lecture introductory psychology class. Both sections had full access to a class Web site. There were no reliable differences between the 2 sections of the class on the measures of procrastination, exam performance, or attitudes toward the class. Yet, procrastination was negatively related with exam scores and with attitudes toward the class for the online students, but not for the lecture students. This difference may partially explain why online courses designed to increase the educational efficacy of a course often show no difference in performance when compared to lecture classes.

Inclusive pages

159-162

Volume

30

Issue

2

Peer Reviewed

yes

Keywords

Online Education, Distance Education, Procrastination

eCommons Citation

Elvers, Greg C.; Polzella, Donald J.; and Graetz, Ken, "Procrastination in online courses: Performance and attitudinal differences" (2003). Psychology Faculty Publications. 79.
https://ecommons.udayton.edu/psy_fac_pub/79