The Impact of Online Learning During Covid-19 on Student Procrastination – A Systematic Literature Review


  • KALLAKURU SAMPADA Hamilton Southeastern High School, Fishers, IN
  • RYAN YI Thomas Jefferson High School for Science & Technology, Alexandria, VA
  • ARJUN BANGALORE Chantilly High School, Chantilly, VA
  • Mihai Boicu Information Sciences and Technology, George Mason University, Fairfax, VA



During the Covid-19 pandemic, classes were taken online to allow teaching to continue while keeping up with self-isolation guidelines. This research studied the impacts and provided clarification on how the online environment has affected future generations’ procrastination as they return to regular learning. Initially, papers were discovered using ad-hoc searches in various repositories, followed by a systematic search conducted through identified journals and conferences using keywords such as “covid”, “procrastination”, and “online learning”. Thirty-five relevant articles were identified and sorted into three categories: mental health, academic performance, and social environment. An analysis performed for each category revealed that online learning was significantly impacted and led to further procrastination. Not only did the mental health of students greatly suffer through an increase in depression and anxiety, but their academic performance greatly fell as well. Students experienced decreased grades and burnout leading to a steady increase in procrastination. Classroom environments also fostered this procrastination, promoting students to continue these unhealthy habits. Overall, online learning increased students’ tendency to procrastinate and it continues to linger even after students have returned to in-person learning.





College of Engineering and Computing: Department of Information Sciences and Technology