Abstract
This article aims to examine the relationship between the online learning readiness and academic procrastination behaviors of the pre-service mathematics teachers. In line with this research purpose, it is examined whether the online learning readiness and academic procrastination differentiate with regard to demographic variables such as gender, grade levels...etc.; and as well as that to technical problems occurs during the online learning process, the last minute course and the instructors’ impact during the course study process. This research has been conducted with 314 pre-service mathematics teachers that currently attending the Faculty of Education of different universities in Turkey. The relevant analyses revealed that there is a low-level significant relationship between the academic procrastination tendency and online learning readiness. Besides, the scores of academic procrastination tendency and online learning readiness are found higher among males, first graders, those who have access problems and those who think an instructor is a determinant. The research findings are discussed within the light of related literature.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Malaysian Online Journal of Educational Technology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
