Task effects on co-operative and collaborative learning with computers
Learning with computers
Participation: the online challenge
Web-based education
When to jump in: The role of the instructor in online discussion forums
Computers & Education
The effect of motivational scaffolding on procrastinators' distance learning outcomes
Computers & Education
What is online learner participation? A literature review
Computers & Education
A theory of online learning as online participation
Computers & Education
The effect of moderator's facilitative strategies on online synchronous discussions
Computers in Human Behavior
Predicting learner's project performance with dialogue features in online q&a discussions
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
A web based collaborative testing environment
Computers & Education
Success, activity and drop-outs in MOOCs an exploratory study on the UNED COMA courses
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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The present study focuses on a specific learner characteristic in the management of time - procrastination-, and its role in an online learning environment. More specifically, it was expected that procrastination would influence the successfulness of online learning and that this could be explained by the level of participation of learners in discussion forums. A study was conducted to test this hypothesis among a sample of learners taking a 10-week course on environmental and land use issues. As predicted, a negative relationship was found between procrastination and performance, and this relationship was mediated by the level of the learners' participation in discussion forums. In other words, it appears that if high procrastinators are less successful online learners than low procrastinators, it is partly due to their lack of participation in discussion forums during the learning process. Additionally, some behavioral differences between high and low procrastinators were found in the times they decided to (re)start working at a distance, felt motivated to work on their course, and felt like dropping out of the course. To conclude, some practical implications for tutoring online activities and for stimulating participation in online learning environments have been proposed.