[01] Sandy Kimbrough, Department of Health and Human Performance, Texas A&M University-Commerce, Commerce, United States. [02] Dean Culpepper, Department of Health and Human Performance, Texas A&M University-Commerce, Commerce, United States. [03] Nicole Varone, Department of Health and Human Performance, Texas A&M University-Commerce, Commerce, United States.

COVID-19 caused educators and students alike to move online and to a virtual environment. Through distance learning, students were offered the opportunity to engage in accredited coursework found in typical undergraduate or graduate degree programs without attending a traditional classroom environment. While most students had no difficulty in this transition, a significant number of students did not adapt to this transition. Research has shown that a student’s procrastination level may influence overall performance. This might hurt students who lack the motivational feedback that a teacher can provide in a face-to-face setting where maladaptive behaviours exist. This study examined the variables of when a student first posts and their level of procrastination, on overall course performance. Pearson Product Moment correlations were run; students with higher levels of procrastination had lower overall course grades (-.508*). As individuals wait longer to make their first post in the course, their grades decreased (-.659*); additionally, a relationship between procrastination and the first post was telling. (.431*). Educators and teachers should structure courses and monitor students in the first few weeks for late posts and design interventions around those students since their overall grade seems to be affected. While virtual and online learning are the immediate solution, they won’t be going away when learning returns to “normal.” Watch your students, engage, and if necessary take a longer look at those who are waiting to post.

Online-Learning, Procrastination, Pandemic

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