Relationship between Teaching Image, Classroom Community and Class Environment, and Procrastinating Behavior in University E-Learning Setting

The study is conducted to figure out the relationship between procrastinating behavior, and the instructor’s teaching behavior perceived by the learners in University e-learning setting and classroom community sense, class environment in the e-learning situation. Objects of the study are 367 students attending e-learning classes in C University located in Daejeon. The test data from Teaching Image Test, Classroom Community Inventory, Class Environment Test and Procrastinating Behavior Test were collected to be analyzed. The results showed that in university e-learning setting, procrastinating behavior was related to the teaching image perceived by the learners and the class environment; however, it was not related to the class classroom community sense. Among the components of the teaching image, verbal image, external image and behavioral image had positive correlations with procrastinating behavior, while emotional image had no correlation. Among the factors of the class environment, interactive factor and the quality of contents had positive correlations with procrastinating behavior, while class condition had no correlation. These results indicate that the instructors’ image in a teaching activity, interaction in the class and the quality of contents have a relationship with procrastinating behavior. The study suggests that class be designed to improve teaching image, interactivity and the quality of contents, in order to promote learners to actively participate in the teaching activities.