The Study of Procrastination Tendency in the E-Learning Environment

• Main Authors: Cheng-Yi Li, 李政毅
• Other Authors: Min-Shiang Hwang
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/84112771834389568425

碩士 === 國立中興大學 === 資訊管理學系所 === 98 === E-learning eliminates the constraints of time and space, but the characteristic of teacher’s absence also brings new problems: leading the students to procrastinate or possibly not using the system. Our research purpose is to find the factors that affect student’s procrastination, and provide a scheme to improve it. We use informal formative assessment as the method of improvement. This research used a statistical curriculum held in National Cuhng-Hsing University, as the research subject with 61 participants. We ask them to use e-learning system to preview one chapter in advance, and use system embedded with informal formative assessment to preview another one chapter. We have distributed the questionnaire survey to investigate their motivations, self-efficacy, and procrastination tendency at the beginning of semester. First we investigated their perceived usefulness, perceived ease of use, attitude and intention to use the-learning system during the exam of first chapter. Then we investigated the perceived usefulness, perceived ease of use, attitude and intention to use the-learning system, motivations, self-efficacy, procrastination tendency during the exam of second chapter. After regression and paired-sample analysis, we found extrinsic motivations, amotivation, and perceived usefulness of an e-learning system will increase the procrastination tendency, while self-efficacy and perceived ease of use will decrease it. We also have found that task value and intrinsic motivations do not have significant effects on the students’ procrastination tendency. Our conclusions are stated at below: 1. in the e-learning environment, students with high intrinsic motivation can control their pace of studying, so it’s no matter whether the teacher monitors them or not. However, the students with high extrinsic motivation would have a greater chance to procrastinate while using the e-learning system. 2. The functionality of informal formative assessment is to enable teacher gather student’s current situation and modify the instruction based on this. This is hard to achieve in the e-learning environment so the student may feel these assessment are not important since there is no difference if they are wrong in it.