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.