Abstract
Online learning has been gaining the attention of students and instructors in recent years, a phenomenon that has only increased now that most courses are being delivered online due to the ongoing COVID-19 pandemic. However, challenges remain for students to properly manage their time and achieve satisfactory grades in the online learning environment. In this study, we investigate how the online learning environment and varying levels of task complexity affect students’ procrastination and academic performance. We collected 157 college students’ online activity data. The results show that the students procrastinated more in the online learning environment than in the face-to-face setting; they likewise procrastinated more when completing high-complexity tasks than low-complexity tasks. A significant interaction effect shows that the students reacted differently to deadlines for high- and low-complexity tasks in the online learning environment than they did to deadlines in the face-to-face setting. Our findings highlight the importance of taking into account course assignment complexity when designing face-to-face and online classes.
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: International Journal of Human–Computer Interaction
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.
