I love that you separated synchronous and asynchronous. I am so curious what the results would look like with a larger sample size – especially as students at my university are self-reporting a lot more procrastination with online asynchronous courses!

This was a good semester to do a study like this since students didn’t necessarily have a choice in whether the online class they were taking was synchronous versus asynchronous. I wonder, if students have more of a choice about which format they take in the future, if one would see more of a selection bias that creates a confound in assessing motivation, procrastination, etc.?

I definitely think procrastination is an issue with asynchronous online classes. I notice that a good portion of my students complete all the work for the week in the asynchronous class the day it is due. However, some do it early and work consistently throughout the week. I was a bit confused about your analyses. Did you use a regression to predict the procrastination variables? Were number of async and sync courses entered separately? I wonder if it would have been different to have them reflect separately on their motivation and procrastination for their sync and async classes.
Overall, this is an important and timely study!

Interesting idea for research and certainly very timely! I was wondering exactly what your measure of asynchronous and synchronous courses entered into the regression equation was. You indicate that these questions measured a bunch of different things. Were both async and synch entered into the same equation?

This is a perfect time to do a study like this! I think that procrastination is an issue across the board whether in the person or not. I’m a little confused about how you measured these courses but overall I love the topic!

^ I totally agree with Abby – this was a great study to conduct this semester! Given that most of your participants tended to have high self-efficacy and procrastination scores, do you think restriction of range might have influenced your nonsignificant results? In other words, if you were able to look at students who had low or medium levels of self-efficacy and procrastination as well, do you think you might have gotten different results?

This is a good study! I think asynchronous classes definitely provoke procrastination and are often taken by people who know they are procrastinators which I can relate to. Although I work really hard, I do procrastinate quite a bit and almost all my classes are asynchronous! Look at that! I was wondering, how did you measure all of this? Do you think there’s bias there in the questionnaire because some people won’t want to admit that they procrastinate?