The Effect of Procrastination on Multi-Drafting in a Web-Based Learning Content Management Environment

During the 2003-2008 school years, a multi-drafting teaching method was tried and formalized in a rural college in Israel using the HighLearn MCL web-based environment. The aim of the current study was to determine the influence of procrastination and anxiety on students’ attitudes toward multi-drafting teaching methods. The research was based on three self-evident questionnaires: (1) Multi-drafting, (2) Procrastination and (3) Trait anxiety. The results indicate that there are four variables that influence students’ attitudes toward multidrafting: (1) gender: female attitude toward multi-drafting is more positive than that of males; (2) trait anxiety: the more anxious the student is, the lower the attitude toward and implementation of multi-drafting; (3) year at the college: the more advanced the year of studies, the lower the attitudes are toward multi-drafting; (4) procrastination: the higher level of procrastination is, the lower level of implementation of multi-drafting is. The implication of these findings is that although technology facilitates teaching that promotes meaningful learning, personal traits have not changed.