Fostering Self-Efficacy through Time Management in an Online Learning Environment
Krista P. Terry
Radford University
Peter E. Doolittle
Virginia Tech
Abstract
In this study, we investigated the use of a web-based tool designed to influence levels of student self-efficacy by engaging participants in a time management strategy. On a daily basis for 16 days, a total of 64 undergraduate and graduate students engaged in the web-based time management tool in which students set goals regarding how they planned to spend their time the next day and recorded how they spent their time the previous day. In addition, students received either daily or weekly feedback on their goal attainment in either a lean or rich format. This strategy encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. Results indicated that while engagement with the online time management tool resulted in increases in self-reported time management behaviors, there were no significant increases in student self-efficacy or self-regulated learning as a result of either daily or weekly feedback in a lean or rich format.
About the Author(s)...
Krista Terry, Ph.D. is the Director of Radford University’s Technology in Learning Center where she provides training and development opportunities to faculty related to effectively utilizing and integrating technology into instruction. Krista holds a PhD in instructional design and technology from Virginia Tech and has worked in higher education for ten years, six of which were devoted to providing leadership and management in the instructional design and technology area. Dr. Terry may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
Peter E. Doolittle, Ph.D. is an Associate Professor of Educational Psychology in the Department of Learning Sciences and Technology at Virginia Tech, Blacksburg, Virginia, as well as the Director of the Educational Psychology Research Program in the Department of Learning Sciences and Technology at Virginia Tech, Blacksburg, VA. He is also the Executive Editor of the International Journal of Teaching and Learning in Higher Education (IJTLHE). His academic background includes 20 years teaching K-12, undergraduate, and graduate students in public schools and private schools, using traditional and online formats, across several subject areas including mathematics, computer science, statistics, and educational psychology. His current research focus includes the investigation of learning efficacy in multimedia learning environments. Dr. Doolittle may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
