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Motivation and Procrastination in Online Courses for Teacher Educators
PROCEEDINGS

, , The University of Tennessee at Martin, United States ; , The University of Arkansas, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With the rapid growth in online programs for teacher educators come concerns about how best to these students in the learning process. The purpose of this study was to investigate the relationship between motivation and academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by the question: Is online teacher education graduate students’ intrinsic motivation predictive of procrastination? Results indicated that as intrinsic motivation to learn decreases, procrastination increases. Specific strategies for encouraging intrinsic motivation in online teacher education graduate students are presented.

Citation

Rakes, G., Rakes, T. & Dunn, K. (2011). Motivation and Procrastination in Online Courses for Teacher Educators. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 674-676). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2019 from .

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