The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy

The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an experimental procedure. The process encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. The study utilized a web-based tool in order to attempt to evoke these changes using current and emerging instructional technologies and tools. This mechanism provided participants with feedback on their time management behaviors as they progressed through a two-week process of setting goals, monitoring their time management practices, and receiving feedback. Although no significant findings were discovered via the statistical analyses, many implications regarding the development and implementation of future interventions can be inferred.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Instructional Technology

Department dc:contributor.department

Instructional Technology

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2002

Author dc:creator

• Smith Terry, Krista

Chairs dc:contributor.committeechair

• Holmes, Glen A.
• Doolittle, Peter E.

Committee members dc:contributor.committeemember

• Lockee, Barbara B.
• Cennamo, Katherine S.
• Burton, John K.
• Moore, David M.

• online learning
• time management
• Self-efficacy
• feedback
• self-regulated learning

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-11262002-095702

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/29745