Jiayi Zhang
ABSTRACT
In past work, time management interventions involving prompts, alerts, and planning tools have successfully nudged students in online courses, leading to higher engagement and improved performance. However, few studies have investigated the effectiveness of these interventions over time, understanding if the effectiveness maintains or changes based on dosage (i.e., how often an intervention is provided). In the current study, we conducted a randomized controlled trial to test if the effect of a time management intervention changes over repeated use. Students at an online computer science course were randomly assigned to receive interventions based on two schedules (i.e., high-dosage vs. low-dosage). We ran a two-way mixed ANOVA, comparing students' assignment start time and performance across several weeks. Unexpectedly, we did not find a significant main effect from the use of the intervention, nor was there an interaction effect between the use of the intervention and week of the course.
- Baker, R., Evans, B., Li, Q. and Cung, B. 2019. Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention. Research in Higher Education. 60, 4 (Jun. 2019), 521--552. DOI:https://doi.org/10.1007/s11162-018--9521--3.Google Scholar
Cross Ref
- Broadbent, J. and Poon, W.L. 2015. Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education. 27, (Oct. 2015), 1--13.Google Scholar
- Claessens, B.J.C., van Eerde, W., Rutte, C.G. and Roe, R.A. 2007. A review of the time management literature. Personnel Review. 36, 2 (Feb. 2007), 255--276. DOI:https://doi.org/10.1108/00483480710726136.Google ScholarCross Ref
- Damgaard, M.T. and Nielsen, H.S. 2018. Nudging in education. Economics of Education Review. 64, (Jun. 2018), 313--342. DOI:https://doi.org/10.1016/j.econedurev.2018.03.008.Google ScholarCross Ref
- Davis, D., Chen, G., Jivet, I., Hauff, C. and Houben, G.-J. 2016. Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. Learning Analytics and Knowledge Workshop. (2016).Google Scholar
- Gupta, S. 2011. Intention-to-treat concept: A review. Perspectives in Clinical Research. 2, 3 (2011), 109. DOI:https://doi.org/10.4103/2229--3485.83221.Google ScholarCross Ref
- Kelly, W.E. 2002. Harnessing the river of time: a theoretical framework of time use efficiency with suggestions for counselors. Journal of Employment Counseling. 39, 1 (Mar. 2002), 12--21. DOI:https://doi.org/10.1002/j.2161--1920.2002.tb00504.x.Google ScholarCross Ref
- Kim, K.R. and Seo, E.H. 2015. The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences. 82, (Aug. 2015), 26--33. DOI:https://doi.org/10.1016/j.paid.2015.02.038.Google Scholar
- Kizilcec, R.F. and Halawa, S. 2015. Attrition and Achievement Gaps in Online Learning. Proceedings of the Second (2015) ACM Conference on Learning @ Scale (Vancouver BC Canada, Mar. 2015), 57--66.Google Scholar
- Kizilcec, R.F., Pérez-Sanagustín, M. and Maldonado, J.J. 2017. Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education. 104, (Jan. 2017), 18--33. DOI:https://doi.org/10.1016/j.compedu.2016.10.001.Google ScholarDigital Library
- Motz, B.A., Mallon, M.G. and Quick, J.D. 2021. Automated Educative Nudges to Reduce Missed Assignments in College. IEEE Transactions on Learning Technologies. 14, 2 (Apr. 2021), 189--200. DOI:https://doi.org/10.1109/TLT.2021.3064613.Google ScholarCross Ref
- Nawrot, I. and Doucet, A. 2014. Building engagement for MOOC students: introducing support for time management on online learning platforms. Proceedings of the 23rd International Conference on World Wide Web (Seoul Korea, Apr. 2014), 1077--1082.Google ScholarDigital Library
- van Oldenbeek, M., Winkler, T.J., Buhl-Wiggers, J. and Hardt, D. 2019. Nudging in Blended Learning: Evaluation of Email-based Progress Feedback in a Flipped-classroom Information Systems Course. In Proceedings of the 27th European Conference on Information Systems (2019), 8--14.Google Scholar
- Pérez-Álvarez, R., Maldonado-Mahauad, J. and Pérez-Sanagustín, M. 2018. Tools to Support Self-Regulated Learning in Online Environments: Literature Review. Lifelong Technology-Enhanced Learning. V. Pammer- Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, and M. Scheffel, eds. Springer International Publishing. 16--30.Google Scholar
- Wolters, C.A. and Brady, A.C. 2021. College Students' Time Management: a Self-Regulated Learning Perspective. Educational Psychology Review. 33, 4 (Dec. 2021), 1319--1351. DOI:https://doi.org/10.1007/s10648-020-09519-z.Google ScholarCross Ref
- Xu, J. 2013. Why Do Students Have Difficulties Completing Homework? The Need for Homework Management. Journal of Education and Training Studies. 1, 1 (Feb. 2013), p98--105. DOI:https://doi.org/10.11114/jets.v1i1.78.Google ScholarCross Ref
- Yeomans, M. and Reich, J. 2017. Planning prompts increase and forecast course completion in massive open online courses. Proceedings of the Seventh International Learning Analytics & Knowledge Conference (Vancouver British Columbia Canada, Mar. 2017), 464--473.Google ScholarDigital Library
- Zimmerman, B.J. 2000. Attaining Self-Regulation: A Social Cognitive Perspective. Handbook of Self-Regulation. 13--39.Google Scholar
Index Terms
- No Benefit for High-Dosage Time Management Interventions in Online Courses
Recommendations
Evaluation of Why Individuals with ADHD Struggle to Find Effective Digital Time Management Tools
ASSETS '19: Proceedings of the 21st International ACM SIGACCESS Conference on Computers and AccessibilityAfter a long history of being viewed as a children's disorder, it is now recognized that Attention-Deficit/Hyperactivity Disorder (ADHD) can affect adults as well. Individuals with ADHD often exhibit work habits significantly different from neurotypical ...
Combating sharenting: Interventions to alter parents’ attitudes toward posting about their children online
AbstractSharenting is a recent phenomenon in which parents disclose detailed information about their children online, which can risk their children's long-term safety and parental relationships. To mitigate these risks and ...
Highlights- Sharenting, when parents post detailedly about their children online, has risks if done inappropriately.
Homophobia is online: Sexual victimization and risks on the internet and mental health among bisexual, homosexual, pansexual, asexual, and queer adolescents
AbstractThe first aim of this study was to analyze the prevalence and frequency of different forms of online sexual victimization and risks among sexual minorities, including sexting, sexual orientation- and gender-based victimization, ...
Highlights- Sexual minorities are frequently sexually victimized online.
- Forty percent of ...
Comments