Abstract:

Multiple elements contribute to student success in online courses. As online formats proliferate, it becomes imperative that faculty and curriculum designers examine carefully specific factors that encourage and facilitate online learning. This paper presents a phased analysis approach to the investigation of the components of online courses that promote student success. The single factor of time management was selected for examination because of its potential for influence over the duration of an online course and its potential as a tool to promote lifelong learning. Lih-Juan (2012) reported that time management and the related use of course materials or components was a significant predictor of students’ online learning achievement. Similarly, earlier in the adoption of online formats, Roper (2007) stated, “Most important is a student’s ability to develop a time-management strategy to help manage course requirements as an independent learner”.

Hence, this investigation applied a phased analysis approach to examine whether specific online course components encourage the use and development of time management practices. The phases utilized included: a) investigation of online course components that are important to students, b) student perceptions of how they manage their time in online courses, c) implications for designing online courses for time management, and d) relationships between student characteristics and use of time management skills.

In the first phase, background was gathered regarding multiple, validated frameworks for assessing online courses; student perceptions of online course components; and student perceptions of and implications for online course delivery. In the second phase, focus progressed to the impact of course format on time management skills, factors of time management that influenced course performance, and variations in perceptions of time management in online and face-to-face courses among factions of the student population. The third phase focused on how course design impacted time management skills and the course features that were used and were most beneficial in enhancing time management. The final phase investigated the time management skills utilized by students, the characteristics of students who used time management strategies and the relationship between the use of those strategies and the use of course design features.

Survey methodology was used in a comprehensive research university. As the process evolved, two models were developed to inform and elucidate the process and to encourage reflection on the findings. First, a generalized model of time management, in the context of online courses, included the components of: conceptualization of time management, the efficacy of teaching time management, the role of time management in online learning, and the investigation of course design to foster time management. Second, a sequential model, tracing the phased analysis of the project, included: the importance of online components to students, student perceptions of time management in online courses, implications of online course design for student time management, and the use of time management skills by students.

References:
[1] Lih-Huan, C. L. (2012). Learning strategies in web-supported collaborative project, Innovations in Education and Teaching International (49)3, 319-331.
[2] Roper, A. R. (2007). How students develop online learning skills, Educause Quarterly, (1), 62-65.

Keywords:

Time Management, Online Course Design.