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THE EFFECT OF INTEGRATING TIME MANAGEMENT SKILLS INTO A
BLENDED DISTANCE LEARNING COURSE
by
Matthew Jung
________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Matthew Jung
Object Description
| Title | The effects of time-management in a blended distance learning course |
| Author | Jung, Matthew |
| Author email | jungmatt@usc.edu; jung24@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2008-06-15 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-08-01 |
| Advisor (committee chair) | O'Neil, Harry F. |
| Advisor (committee member) |
Rueda, Robert Anson, Wendy |
| Abstract | The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) developed a problem solving model that consisted of three elements of content understanding, problem solving strategies, and self regulation skills (O'Neil, 1999). A key domain independent problem solving strategy is a person's ability to manage their time through planning. The purpose of time-management was to improve ones ability to organize; therefore enabling individuals to stay focused on completing tasks (Dembo, 2004).The goal of the study was to investigate the impact of time-management on a blended distance learning course.; Content understanding was measured by the genetics test. The domain specific problem-solving strategy was measured by the Punnett squares test. The domain independent problem-solving strategies were measured by the time-management questionnaire (Weinstein & Palmer, 2002) and the self regulation questionnaire (Marsh et al., 2006; Speilberger et al., 1980) measured elaboration, worry, effort, self-efficacy, and controlling strategies.; In the main study, 92 students were randomly selected and randomly placed into a time-management group (n=46) and a control group (n=46). The results revealed that the time-management group showed significantly better time-management strategies than the control group. The 2 x 2 ANOVA with repeated measures was significant in the interaction between groups and time period, Wilks Lambda = .56, F(1, 90) = 69.72, p = .01. However, the time-management group did not significantly do better in content understanding or in the Punnett square tests. This was hypothesized to be a combination of factors such as low alpha reliability of the tests, limited student retention, and limited student transfer. As for self-regulation, there was a significant difference in the effort scale and the self-efficacy scale as both increased for the time-management group compared to the control group. In the worry scale, there was a significant difference within groups as worry decreased.; Due to the low reliability in the genetics test and the Punnett square test, the implications for future research would be to include more test items. The implications for future practice would be to develop a more comprehensive and effective time-management program. |
| Keyword | time-management; distance learning course; science learning; self-regulation |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1519 |
| Rights | Jung, Matthew |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Jung-2270 |
| Archival file | uscthesesreloadpub_Volume40/etd-Jung-2270.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECT OF INTEGRATING TIME MANAGEMENT SKILLS INTO A BLENDED DISTANCE LEARNING COURSE by Matthew Jung ________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Matthew Jung |
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