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How can you leverage the Time-on-Activity data provided in two of our most used insight cards on the Achieve Dashboard to help students better self-regulate their time?
Time plus energy equals learning. There is no substitute for time on task. -Chickering & Gamson (1987)
“Time on task” metrics typically try to capture the amount of time students spend attending to or actively engaging in course-related or learning-related tasks (2; 3).
Research suggests that time on task is positively related to student learning in computer-based environments (4; 5; 6). But students may need support to learn good time management skills or habits (1; 7; 8).
Educators can leverage technology to help students better self-regulate their time. For example, instructors can use Achieve insights to review student time on task and then intervene by sharing resources or study suggestions, encouraging students to spend additional time, etc. as they deem appropriate. Goal Setting and Reflection Surveys in Achieve can also help students set goals and reflect on their time spent doing on-task behaviors like studying for class.
Beyond amount of time spent, the quality of time spent also influences academic performance (9). To help students engage in quality time-on-task behaviors, instructors may consider the following (10; 11):
➢ Thoroughly explain the demands of the task (e.g., assignments, homeworks, projects). Students often struggle to appropriately assess the demands of the task at hand (7).
➢ Provide rubrics, criteria, or examples and model desired skills, where appropriate. This gives students an idea of what it looks like to have mastered given knowledge or skills.
➢ Scaffold or guide students through more demanding learning outcomes or goals. Students may need assistance, and improvement-oriented guidance, as they practice using new knowledge or skills.
➢ When they’re ready, give students opportunities for independent practice. Engaged time-on-task is imperative during this time when students are working on tasks without assistance from instructors or peers.
References
1.Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3-7.
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