Evaluation of academic procrastination behavior in management of personal learning environments within intelligent tutoring systems

Abstract

In the study, it is aimed to investigate the academic procrastination behaviors of teacher candidates in the management of personal learning environments within intelligent tutoring systems. In the study, which was structured in the phenomenological pattern, included in the qualitative research method, the participants were formed from 52 teacher candidates studying at Hatay Mustafa Kemal University Faculty of Education with the 'criteria sampling' method. In line with the findings; teacher candidates are in the opinion that intelligent tutoring systems will have a significant role in the education systems of the future and that the characteristics of learners have altered in digital transformation. When the reasons of academic procrastination behaviors are examined, there are reasons such as low motivation, the design of the course, the digital competencies of the learner and the teacher, while as the solution strategies are examined, the motivation of the learners and teachers, increasing the level of interaction between the learners with intelligent tutoring systems, communication, time management, providing digital competencies. Furthermore, strategies such as providing technical competencies have been suggested by teacher candidates.

Keywords

• Academic procrastination
• Intelligent tutoring systems
• Personal learning

References

1. Ackerman, D. S., & Gross, B. L. (2005). My İnstructor Made Me Do İt: Task Characteristics of Procrastination. Journal of Marketing Education, 27, 5–13.
2. Afini Normadhi N.B., Shuib L., Md Nasir H.N., Bimba A., Idris N. & Balakrishnan V. (2018). Identification of Personal Traits in Adaptive Learning Environment: Systematic Literature Review. Computers & Education, 130, 168-190.
3. Alharbi, M., Platt, A. & Al-Bayatti, A. H. (2013). Personal learning environment. International Journal for e Learning Security, 3(1-2), 280 – 288.
4. Attwell, G. (2007). Personal learning environments – the future of eLearning? E Learning Papers, 2(1), 5-5.
5. Bahçeci, F. & Gürol, M. (2012). Bireyselleştirilmiş Öğretim Sistemlerinde Öğrenci Modelinin Oluşturulması ve Ders Materyallerinin Sunumu. Education Sciences,7(2) , 700-712 .
6. Balkıs, M. (2006).Öğretmen Adaylarının Davranışlarındaki Erteleme Eğiliminin, Düşünme ve Karar Verme Tarzları ile İlişkilerinin İncelenmesi. Doktora Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
7. Baylari, A., & Montazer, G. A. (2009). Design A Personalized E-Learning System Based on İtem Response Theory and Artificial Neural Network Approach. Expert Systems with Applications, 36(4), 8013-8021.
8. Beleaua, R. E., & Cocoradă, E. (2016). Procrastination, Stress And Coping in Students and Employees. Romanian Journal of Experimental Applied Psychology, 7(1), 191- 195.

9. Bernacki, M.L., Aleven, V., & Nokes-Malach, T.J. (2014). Stability and Change in Adolescents Task Spesific Achievement Goals and Implications for Learning Mathematics With Intelligent Tutors. Computers in Human Behaviour, 37, 73-80.
10. Blunt, A., & Pychyl, T. A. (2005). Project Systems of Procrastinators: A Personal Project-Analytic and Actioncontrol Perspective.Personality and Individual Differences,28, 153–167.
11. Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior & Personality, 15(5), 15–34.
12. Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do Adaptive Perfectionism and Self-Determined Motivation Reduce Academic Procrastination?. Learning and Individual Differences, 36, 165-172.
13. Butz, B. P., Duarte, M., & Miller, S. M. (2006). An Intelligent Tutoring System for Circuit Analysis. IEEE Transactions on Education, 49(2), 216–223.
14. Cheng, S. L. & Xie, K. (2021). Why College Students Procrastinate ın Online Courses: A Self-Regulated Learning Perspective. The Internet and Higher Education, 50, 2-17.
15. Deniz, M. E., Tras, Z., & Adygan, D. (2009). An İnvestigation of Academic Procrastination, Locus of Control, and Emotional İntelligence. Educational Sciences: Theory & Practice, 9, 623–632.
16. Di Paula, A., & Campbell, J. D. (2002). Self-Esteem And Persistence In The Face Of Failure. Journal Of Personality And Social Psychology, 83, 711. http://dx.doi.org/10.1037/0022-3514.83.3.711.
17. Fee, R. L., & Tangney, J. P. (2000). Procrastination: A Means of Avoiding Shame or Guilt? Journal of Social Behavior and Personality, 15, 167–184.
18. Fernández, M. (2016). Gestión del conocimiento, actividad científica y entornos personales de apredizaje (PLEs): una bibliometría de la PLE conference. Edutec. Revista Electrónica de Tecnología Educativa. 10.21556/edutec.2016.55.653.
19. Gregori, P., Martínez, V., & Moyano-Fernández, J. J. (2018). Basic Actions to Reduce Dropout Rates ın Distance Learning. Evaluation and Program Planning, 66, 48-52.
20. Hen, M. & Goroshit, M. (2012). Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities. Journal of Learning Disabilities, 47(2), 1-9, 10.1177/0022219412439325.
21. Heath, J. & Anderson, J.(2010). Procrastination and The Extended Will. ın Chrisoula Andreou & Mark D. White (eds.), The Thief of Time. Oxford University Press. pp. 233-253.
22. Huang R, Spector J, M.& Yang J. (2019). Systems Perspective of Educational Technology. In: Educational Technology. A Primer For The 21st Century. Gateway East: Springer Nature.
23. Hussain, I., & Sultan, S. (2010). Analysis of Procrastination Among University Students. Procedia - Social and Behavioral Sciences, 5,1897-1904.
24. Hong, J. C., Lee, Y. F., & Ye, J. H. (2021). Procrastination Predicts Online Self-Regulated Learning And Online Learning Ineffectiveness During The Coronavirus Lockdown. Personality And Individual Differences, 174, 110673. https://doi.org/10.1016/j.paid.2021.110673
25. Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations With Achievement Goal Orientation and Learning Strategies. Personality and Individual Differences, 43, 167–178.
26. Kim, K. R., & Seo, E. H. (2015). The Relationship Between Procrastination and Academic Performance: A Meta-Analysis. Personality and Individual Differences, 82, 26–33.
27. Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic Procrastination of Undergraduates: Low Self-Efficacy To Self-Regulate Predicts Higher Levels Of Procrastination. Contemporary Educational Psychology, 33, 915-931. http://dx.doi.org/10.1016/j.cedpsych.2007.07.001.
28. Klingsieck, K. B. (2013). Procrastination. When Good Things Don’t Come to Those Who Wait. European Psychologist. 18(1), 24–34.
29. Knezek, G., & Christensen, R. (2016). Extending The Will, Skill, Tool Model of Technology İntegration: Adding Pedagogy As A New Model Construct. Journal of Computing in Higher Education, 28(3), 307–325.
30. Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M. & Monguet, J.M. (2019). Personal Learning Environments Based On Web 2.0 Services ın Higher Education. Telematics and Informatics, 38, 194-206.
31. Laakkonen, I. (2011). Personal Learning Environments ın Higher Education Language Courses: An Informal And Learner-Centred Approach. 10.14705/rpnet.2011.000004.
32. Lehman, Blair & D’Mello, Sidney & Graesser, Art. (2012). Confusion and Complex Learning during Interactions with Computer Learning Environments. The Internet and Higher Education,15, 184-194. 10.1016/j.iheduc.2012.01.002.
33. Michinov, N., Brunot, S.,Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, Participation, And Performance ın Online Learning Environments. Computers & Education, 56(1), 243-252. 10.1016/j.compedu.2010.07.025.
34. Mohamed, H., & Lamia, M. (2018). Implementing Flipped Classroom That Used An İntelligent Tutoring System İnto Learning Process. Computers & Education, 124, 62–76.
35. Nayak, S.G. (2019). Impact of Procrastination and Time-Management on Academic Stress among Undergraduate Nursing Students: A Cross Sectional Study. International Journal of Caring Sciences, 12(3), 1480-1486.
36. Ndukwe, I., Daniel, B., & Chukwudi, A. (2019). A Machine Learning Grading System Using Chatbots. 10.1007/978-3-030-23207-867.
37. Phobun, P., & Vicheanpanya, J. (2010). Adaptive İntelligent Tutoring Systems for E Learning Systems. Procedia Social and Behavioral Sciences, 2, 4064–4069.
38. Popescu, E. (2010). Adaptation Provisioning With Respect to Learning Styles in A Web-Based Educational System: An Experimental Study. Journal of Computer Assisted Learning, 26(4), 243–257.
39. Rahimi, M. (2015). Rahimi, M. (2015). The Role of Individual Differences ın L2 Learners’ Retention Of Written Corrective Feedback. Journal of Response to Writing, 1, 19-48.
40. Rasheed, R. & Kamsin, A., & Abdullah, N. (2019). Challenges in the online component of blended learning: A systematic review. Computers & Education. 144, 1-17.
41. Rozental, A., & Carlbring, P. (2014). Understanding and Treating Procrastination: A Review of A Common Self-Regulatory Failure. Psychology, 5(13), 1488–1502.
42. Sarrafzadeh, A., Alexander, S., Dadgostar, F., Fan, C., & Bigdeli, A. (2008). “How Do You Know That I Don’t Understand?’’ A Look At The Future of İntelligent Tutoring Systems. Computers in Human Behavior, 24, 1342–1363.
43. Setayeshi, A. M., Mir, N. M. M., & Mohebbi, M. (2017). The Relationship Between Hopefulness and Academic Achievement: The Mediating Role of the Academic Procrastination. Journal of Educational Sciences, 10(37), 125-142.
44. Siemens,G.(2005). Connectivism: A Learning Theory for the Digital Age. Retrieved 02.10.2021 from https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf.
45. Špiranec,S.,&Zorica, M.B.(2010). Information Literacy 2.0: hype or discourse refinement?. Journal of Documentation, 66(1), 140-153.
46. Stead, R., Shanahan, M. J., & Neufeld, R. W. J. (2010). “I’ll Go To Therapy, Eventually”: Procrastination, Stress and Mental Health. Personality and Individual Differences, 49(3), 175-180.
47. Steel, P. (2007). The Nature of Procrastination: A Meta-Analytic And Theoretical Review of Quintessential Self-Regulatory Failure. Psychological Bulletin, 133(1), 65–94.
48. Steel, P., & Klingsieck, K. B. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51(1), 36–46.
49. Swart, A. J., Lombard, K., & Jager, H. D. (2010). Exploring The Relationship Between Time Management Skills and The Academic Achievement of African Engineering Students – A Case Study. European Journal of Engineering Education, 35(1), 79-89.
50. Ocak, G., & Boyraz, S. (2016). Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables. Journal of Education and Training Studies, 4, 76-84. 10.11114/jets.v4i5.1313.
51. Van Eerde, W. (2015). Time Management and Procrastination. In K. M. D. Mumford, & M. Frese (Eds.), The Psychology Of Planning İn Organizations: Research and Applications (pp. 312-333). Routledge.
52. Vij, J., & Lomash, H. (2014). Role of Motivation in Academic Procrastination. International Journal of Scientific & Engineering Research, 5(8), 1065- 1070.
53. Wan, H. C., Downey, L. A., & Stough, C. (2014). Understanding Non-Work Presenteeism: Relationships Between Emotional İntelligence, Boredom, Procrastination and Job Stress. Personality and Individual Differences, 65, 86–90.
54. Wheeler, S. (2012). Learning With e's: Educational Theory and Practice in The Digital Age. Llandysul: Gomer Press.
55. Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self-Regulated Learning: Latent Growth Curve Modeling, Educational Sciences: Theory & Practice, 16(1), 5–22.
56. You, J. W. (2015). Examining The Effect of Academic Procrastination on Achievement Using Lms Data In E-Learning. Educational Technology & Society, 18(3), 64-74.
57. Yu, W., She, H., & Lee, Y. (2010). The Effects of Web‐Based/Non‐Web‐Based Problem‐Solving İnstruction and High/Low Achievement on Students’ Problem‐Solving Ability And Biology Achievement. Innovations in Education and Teaching International, 47(2), 187–199.