Experiences With and Lessons Learned on Deadlines and Submission Behavior
Experiences With and Lessons Learned on Deadlines and Submission Behavior
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关于截止日期和提交行为的经验和教训
DOI：
10.1145/3564721.3564728
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Arto Hellas
中科院分区：
文献类型：
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作者：
F. Castro;Juho Leinonen;Arto Hellas
课程练习通常是为了使完成它们所需的时间符合学术系统的时间限制。练习有最后期限，被认为是帮助学生计划他们的时间表，从而帮助完成练习。没有最后期限，需要完成的练习很容易就会溜走，为其他看似更重要的任务腾出空间。然而，即使有最后期限，有些学生还是会拖延，直到最后一刻才注意到他们的任务。在这篇文章中，我们研究了计算机科学课程练习的最后期限，通过分析数据，从一门课程，多年来有不同的最后期限安置。课程的最后期限安排各不相同，以确定一个适合大多数学生（如果不是全部学生）的最后期限。我们对六个不同截止日期的分析表明，一些截止日期似乎减少了最后一分钟的练习工作。我们的研究结果强调，并非所有的最后期限都是相同的，并呼吁对最后期限的安排及其对学生时间管理和表现的潜在影响进行更多的研究。
Course exercises are typically given so that the time it takes to finish them fits in the time constraints of the academic system. Exercises come with deadlines that are considered to help students plan their schedules and consequently help get the exercises done. Without deadlines, exercises that need to be done may easily slide away to make room for other tasks that are seemingly more important. Even with deadlines, however, some students procrastinate and leave their tasks without attention until the very last moment. In this article, we study computer science course exercise deadlines by analyzing data from a course that had different deadline placements over the years. The deadline placements of the course were varied to identify a deadline that would be suitable for the majority—if not all—of students. Our analyses from six different deadlines demonstrate that some deadlines seem to reduce last-minute work on exercises. Our findings highlight that not all deadlines are the same and serves as a call for more research into deadline placement and their potential impacts on student time management and performance.