Quality of e-learners’ time and learning performance beyond quantitative time-on-task

Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However,...

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Autores principales:	Margarida Romero, Elena Barberà
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	Online Learning Time flexibility Time Quality Performance Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/260f4bdf3fc442d6b772e5a3ff21b804
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spelling	oai:doaj.org-article:260f4bdf3fc442d6b772e5a3ff21b8042021-12-02T19:20:43ZQuality of e-learners’ time and learning performance beyond quantitative time-on-task10.19173/irrodl.v12i5.9991492-3831https://doaj.org/article/260f4bdf3fc442d6b772e5a3ff21b8042011-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/999https://doaj.org/toc/1492-3831Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98) and especially their availability to learn in the morning are related to better grades in individual (r = .93) and collaborative activities (r = .46).Margarida RomeroElena BarberàAthabasca University PressarticleOnline LearningTime flexibilityTime QualityPerformanceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 5 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online Learning Time flexibility Time Quality Performance Special aspects of education LC8-6691
spellingShingle	Online Learning Time flexibility Time Quality Performance Special aspects of education LC8-6691 Margarida Romero Elena Barberà Quality of e-learners’ time and learning performance beyond quantitative time-on-task
description	Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98) and especially their availability to learn in the morning are related to better grades in individual (r = .93) and collaborative activities (r = .46).
format	article
author	Margarida Romero Elena Barberà
author_facet	Margarida Romero Elena Barberà
author_sort	Margarida Romero
title	Quality of e-learners’ time and learning performance beyond quantitative time-on-task
title_short	Quality of e-learners’ time and learning performance beyond quantitative time-on-task
title_full	Quality of e-learners’ time and learning performance beyond quantitative time-on-task
title_fullStr	Quality of e-learners’ time and learning performance beyond quantitative time-on-task
title_full_unstemmed	Quality of e-learners’ time and learning performance beyond quantitative time-on-task
title_sort	quality of e-learners’ time and learning performance beyond quantitative time-on-task
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/260f4bdf3fc442d6b772e5a3ff21b804
work_keys_str_mv	AT margaridaromero qualityofelearnerstimeandlearningperformancebeyondquantitativetimeontask AT elenabarbera qualityofelearnerstimeandlearningperformancebeyondquantitativetimeontask
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Quality of e-learners’ time and learning performance beyond quantitative time-on-task

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