Introverts, Extroverts, and Achievement in a Distance Learning Environment

Offir, Baruch; Bezalel, Rachel; Barth, Ingrid

doi:10.1080/08923640701298613

Cited by 42 publications

(29 citation statements)

References 7 publications

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“…With the growth of online courses, it is critical to ensure the success of students in the online environment. Much research has been done on online students' perceptions, satisfactions, motivation, and cognitive and learning styles, and how these factors influence student achievement in online courses (Fahy & Ally, 2005;Young, 2006;Bates & Khasawneh, 2007;Offir, Bezalel, & Barth, 2007).…”

Section: Introductionmentioning

confidence: 99%

Psychosocial Well-Being of Israeli Students and Attitudes toward Open and Distance Learning

Kurtz

Amichai‐Hamburger

Kantor

2009

IRRODL

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This article reports on a study conducted in Israel at an academic institution. The study investigates the correlation between students’ attitudes toward open and distance learning (ODL) and their perceived self-esteem and loneliness at the last stage of their online learning experience. For this study, 120 students were asked to complete a questionnaire. The students were enrolled in three fully online academic courses, which were similar in their instructional design approach although different in content. Findings reveal that there is a positive correlation between self-esteem and attitudes toward e-learning in general and toward online interaction with the instructor in particular. The findings further suggest that there is no correlation between loneliness and student attitudes toward e-learning. Some explanations for these results are raised as are recommendations for further research.

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Section: Introductionmentioning

confidence: 99%

Psychosocial Well-Being of Israeli Students and Attitudes toward Open and Distance Learning

Kurtz

Amichai‐Hamburger

Kantor

2009

IRRODL

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“…Most of the research studies in this regard emphasized that every student follows a different learning style and differ in their attitudes towards the learning process. Offir, Bezalel and Barth (2007) revealed that sequential learning style and academic achievement both are significantly associated with each other. The results are somewhat identical with the results of the present study.…”

Section: Discussionmentioning

confidence: 95%

Open Praxis vol. 10 issue 3

Gil‐Jaurena¹

2018

openpraxis

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“…Factors that influence learner engagement include the connection that is felt or perceived with the class and the emotions that are experienced during the learning process. Adults that are introverts by nature find that they can easily adapt to the online classroom; whereas, adults that are extroverts rely upon a strong, personal connection and find it challenging at times to be fully engaged in the class (Offir, Bezalel, & Barth, 2007). Emotions also have the ability to increase or decrease learner motivation.…”

Section: Learner Engagementmentioning

confidence: 99%

Transformation of Online Teaching Practices Through Implementation of Appreciative Inquiry

Johnson

2014

OLJ

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The purpose of this case study was to explore the application and outcome of appreciative inquiry as an online instructional strategy for the development of three specific factors: adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative inquiry. Appreciative inquiry has been successfully utilized within organizations to facilitate change and development, while enhancing employee motivation, engagement, and performance. Because there is little research concerning the application of appreciative inquiry to an academic environment, elements of appreciative inquiry were implemented as an instructional strategy within undergraduate and graduate online classrooms. The appreciative inquiry model was adapted for this study as appreciative andragogy and utilized over a four-week implementation period. The participants worked with selected students from their online class and they measured the three factors (motivation, engagement, and performance) before and after the implementation phase. The findings of this study indicate that appreciative andragogy can be applied as an instructional strategy in any online classroom regardless of the subject matter and it holds the potential to have a positive impact on the online learning classroom environment. The study concluded that appreciative andragogy has an ability to take the distance out of distance learning.

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Introverts, Extroverts, and Achievement in a Distance Learning Environment

Cited by 42 publications

References 7 publications

Psychosocial Well-Being of Israeli Students and Attitudes toward Open and Distance Learning

Psychosocial Well-Being of Israeli Students and Attitudes toward Open and Distance Learning

Open Praxis vol. 10 issue 3

Transformation of Online Teaching Practices Through Implementation of Appreciative Inquiry

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