Procrastination and Delayed Assignment Submissions: Student and Faculty Perceptions of Late Point Policy and Grace
DOI:
https://doi.org/10.24059/olj.v24i3.2302Keywords:
Late point policy, late submissions, faculty grace, procrastination, homework extension, assignment submission patterns, perception on leniencyAbstract
An exploratory study using a questionnaire was conducted among 597 full-time enrolled online students and 53 full-time online faculty teaching at a private university in the Southwest. Results are presented in frequency tables and participant feedback to compare differences and similarities of instructor and student perceptions of reasons for late assignment submission, late point policy, and leniency. Some differences in perception between student and faculty participants are noted. Further inquiry into the impact late assignment submissions, late point policies and instructor leniency have on student success rates, satisfaction, and persistence is warranted.
References
Arasaratnam-Smith, L. A., & Northcote, M. (2017). Community in online higher education: Challenges and opportunities. Electronic Journal of e-Learning, 15(2), 188-198. Retrieved from http://www.ejel.org/volume15/issue2/p188
Bowers, J., & Kumar, P. (2015). Students' perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44. Retrieved from https://dblp.org/rec/journals/ijwltt/BowersK15
Boisvert, D., Garcia, W., Giersch, J., Strickland, J., & Whitaker, B.E. (2015). Late work and late adds. Students’ Pathways to Success: A Faculty Guide, 65-72. Retrieved from https://omp.uncc.edu/library/catalog/book/2
Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303. Retrieved from https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S1041608014000727?via%3Dihub
Dyer, T., Aroz, J., & Larson, E. (2018). Proximity in the online classroom: Engagement, relationships, and personalization. Journal of Instructional Research, 7, 108-118. Retrieved from https://eric.ed.gov/?id=EJ1188336
Dukewich, K. R., & Wood, S. (2016). “Can I have a grade bump?” the contextual variables and ethical ideologies that inform everyday dilemmas in teaching. Collected Essays on Learning and Teaching, 9, 97–110. Retrieved from https://eric.ed.gov/?id=EJ1104491
Dumais, S. A., Rizzuto, T. E., Cleary, J., & Dowden, L. (2013). Stressors and supports for adult online learners: Comparing first-and continuing-generation college students. American Journal of Distance Education, 27(2), 100–110. doi: 10.1080/08923647.2013.783265. Retrieved from https://www.tandfonline.com/doi/full/10.1080/08923647.2013.783265
Falkner, N. J., & Falkner, K. E. (2012, September). A fast measure for identifying at-risk students in computer science. In Proceedings of the ninth annual international conference on International computing education research (pp. 55-62). ACM. Retrieved from https://dl.acm.org/doi/10.1145/2361276.2361288
Field, J. (2015). Improving student performance using nudge analytics. International Educational Data Mining Society. Retrieved from https://files.eric.ed.gov/fulltext/ED560905.pdf
Jones, I. S., & Blankenship, D. C. (2019). The effect of procrastination on academic performance of online students at a Hispanic serving institution. Journal of Business Diversity, 19(2), 10–15. Retrieved from https://articlegateway.com/index.php/JBD/article/view/2053
Kaftan, O. J., & Freund, A. M. (2019). A motivational perspective on academic procrastination: Goal focus affects how students perceive activities while procrastinating. Motivation Science, 5(2), 135–156. Retrieved from https://psycnet-apa-org.lopes.idm.oclc.org/record/2018-32060-001?doi=1
Kara, M., Erdogdu, F., Kokoç, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5–22. Retrieved from https://eric.ed.gov/?id=EJ1213733
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. Retrieved from https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0191886915001610?via%3Dihub
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295–310. Retrieved from https://www.tandfonline.com/doi/full/10.1080/01587919.2012.723165
Kostal, J. W., Kuncel, N. R., & Sackett, P. R. (2016). Grade inflation marches on: Grade increases from the 1990s to 2000s. Educational Measurement: Issues & Practice, 35(1), 11–20. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12077
Kuo, Y.-C., & Belland, B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research and Development, 64(4), 661–680. Retrieved from https://link.springer.com/article/10.1007/s11423-016-9442-9
Lin, X. (2016). Barriers and challenges of female adult students enrolled in higher education: A literature review. Higher Education Studies, 6(2), 119–126. Retrieved from https://files.eric.ed.gov/fulltext/EJ1101356.pdf
Litchfield, J. M., & Matteis, M. (2016). Faculty experiences with technology, millennials versus baby boomers. Online Journal of Nursing Informatics, 20(1), 6–1. Retrieved from https://www.researchgate.net/publication/310510564_Faculty_experiences_with_technology_millennials_versus_baby_boomers
McElroy, B. W., & Lubich, B. (2013). Predictors of course outcomes: early indicators of delay in online classrooms. Distance Education, 34(1), 84–96. Retrieved from https://eric.ed.gov/?id=EJ1005247
Nordby, K., Klingsieck, K., & Svartdal, F. (2017). Do procrastination-friendly environments make students delay unnecessarily? Social Psychology of Education: An International Journal, 20(3), 491–512. Retrieved from https://link.springer.com/article/10.1007/s11218-017-9386-x
Osam, E. K., Bergman, M., & Cumberland, D. M. (2017). An integrative literature review on the barriers impacting adult learners’ return to college. Adult Learning, (2), 54. Retrieved from https://journals.sagepub.com/doi/full/10.1177/1045159516658013
Patton, M. A. (2000). The importance of being flexible with assignment deadlines. Higher Education in Europe, 25(3), 417–423.. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/713669270
Patrzek, J., Grunschel, C., & Fries, S. (2012). Academic procrastination: The perspective of university counsellors. International Journal for the Advancement of Counselling, 34(3), 185-201. Retrieved from https://scinapse.io/papers/2074269256
Ruth, S. (2018). Faculty opposition to online learning: Challenges and opportunities. International Journal of Technology in Teaching & Learning, 14(1), 12–24. Retrieved from https://files.eric.ed.gov/fulltext/EJ1211994.pdf
Tyler, J., Peveler, M., & Cutler, B. (2017). A flexible late day policy reduces stress and improves learning. The 2017 ACM SIGCSE Technical Symposium. Retrieved from https://www.researchgate.net/publication/316949301_A_Flexible_Late_Day_Policy_Reduces_Stress_and_Improves_Learning_Abstract_Only
Yilmaz, M. B. (2017). The relation between academic procrastination of university students and their assignment and exam performances: The situation in distance and face-to-face learning environments. Journal of Education and Training Studies, 5(9), 146–157. Retrieved from https://www.researchgate.net/publication/319189539_The_Relation_between_Academic_Procrastination_of_University_Students_and_Their_Assignment_and_Exam_Performances_The_Situation_in_Distance_and_Face-to-Face_Learning_Environments
You, J. W. (n.d.). Examining the effect of academic procrastination on achievement using LMS data in e-learning. Educational Technology & Society, 18(3), 64–74. Retrieved from https://eric.ed.gov/?id=EJ1070043
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
