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Exploring time management as a const...

Gray, Laura E.

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Exploring time management as a construct of selfregulated learning in first-year college students taking online classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring time management as a construct of selfregulated learning in first-year college students taking online classes./
作者:	Gray, Laura E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687830
ISBN:	9781321657784

Exploring time management as a construct of selfregulated learning in first-year college students taking online classes.
Gray, Laura E.

Exploring time management as a construct of selfregulated learning in first-year college students taking online classes. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 135 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This study explored the relationship between self-reported time management behaviors as a function of self-regulated learning of first-year community college students and their grades in recently-taken online classes. It was undertaken because recent literature has suggested that the majority of students who enter the college or university setting are ill-equipped to adequately manage their time. In addition, due to the relative newness of online learning, studies showing student performance as a result of self-regulated learning behavior are relatively young. Comparisons between males and females, as well as between traditional and non-traditional students, were also made in terms of online class grades. The design used for the study was a non-experimental, correlational design. Ninety-three community college freshmen from a mid-sized college in the Southeastern United States participated in the study. Each participant answered questions from a portion of the Motivated Strategies for Learning Questionnaire as well as several demographic questions. The study was quantitative in nature. A significant relationship (p<.0001) was found between time management behaviors and online class grades. In addition, females out-performed males in terms of grades in online classes. There was no significant relationship found when comparing traditional (18-24 years old) and non-traditional (25+) students in terms of who earned higher grades. The results show that community college freshmen who utilize self-regulated learning skills as time management practices perform better in their online classes than students who practice few time management habits. Findings also suggest that the students who practice rigorous time management habits tend to be more self-regulated in their approach to learning as well. While some literature suggests that there is no significant difference between males and females in terms of online class grades, this study suggests otherwise. In addition, the findings of the study contradict recent literature suggesting that non-traditional students outperform traditional students in online classes. This study is relevant to the field of Instructional Design because it builds upon existing studies that have addressed various components of time management in college students. In addition, it demonstrates the need for additional research to be done, especially in the area of traditional and non-traditional students and their respective abilities to handle the workload required in online classes. This study also demonstrates that studies related to the component parts of self-regulated learning, rather than the whole, are both viable and necessary.

ISBN: 9781321657784Subjects--Topical Terms:

3172279
Instructional design.

Exploring time management as a construct of selfregulated learning in first-year college students taking online classes.
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