Abstract:

On-demand courses allow students to study at their own pace and also allow procrastination. It indicates that students with a high propensity for academic procrastination may learn just before or miss deadlines. A learning history of an LMS can reveal characteristic patterns of students engaging in such procrastination behaviors. The participants for this investigation were over 800 students who had taken the First Year Experience and Introduction to Data Science courses. These courses provided on-demand videos and quizzes via Moodle. We asked students to respond to the self-awareness scale on academic procrastination and examined the relationship between the results and their learning history of Moodle. The results showed that students who procrastinated during the first half of courses scored higher on the self-awareness of academic procrastination scale. Procrastinating students were more optimistic about completing their coursework, had negative emotions before learning, and had more positive emotions when procrastinating on their coursework. Those suggest the need to survey and assess the student's self-awareness of academic procrastination in advance and to provide early support for students who procrastinate in the first half of classes.

Keywords:

Learning History, LMS, On-Demand Course, Academic Procrastination.