Personality Differences Between Online and Face-to-Face Students

MacGregor, Cynthia J.

doi:10.1080/07377366.2002.10401201

Cited by 10 publications

(11 citation statements)

References 15 publications

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“…These findings are consistent with the "no significant difference" body of research comparing academic performance of students enrolled in Webbased and lecture-based courses (Burrow & Glass, 2001;Collins & Pascarella, 2003;MacGregor, 2002;Palm et al, 2007;Rivera & Rice, 2002;Russell, 1999;Saba, 2000). Our findings are also in line with Meyer's (2004) argument that when comparable instructional designs are used (e.g., testing, course projects) across the two learning environments, it is reasonable to expect similar learning outcomes.…”

Section: Discussionsupporting

confidence: 90%

“…The majority of research studies comparing academic performance of students enrolled in Web-based courses and lecture-based courses report "no significant difference" in performance (Collins & Pascarella, 2003;MacGregor, 2002;Rivera & Rice, 2002;Russell, 1999;Saba, 2000). However, there are a number of weaknesses in the "no significant difference" research.…”

mentioning

confidence: 97%

“…However, in the general distance education literature there has been discussion as to whether the demographic and academic characteristics of students who enroll in Web-based courses differ from the characteristics of students who enroll in lecture-based courses. Some academics have stated that Webbased courses are best suited for and most utilized by nontraditional aged students and students with higher-than-average academic capabilities (Halsne & Gatta, 2002;MacGregor, 2002;. However, other researchers have found no difference in age, gender, race/ ethnicity, course hours completed, grade point average (GPA) or technological experience when comparing students who register in Web-based courses and lecture-based courses (Banerjee & Brinckerhoff, 2002;Leasure, Davis, & Thievon, 2000;Palm, Brallier, Gilbert, & Darrone, 2007;Roblyer, 1999;Wang & Newlin, 2002).…”

mentioning

confidence: 99%

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Web-Based Gerontology Courses: How Do They Measure Up?

Hills

Brallier

Palm

et al. 2009

Gerontology & Geriatrics Education

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This study compared Web-based and lecture-based Gerontology and Psychology of Aging courses in terms of student performance, demographic and academic characteristics of students enrolled in the courses, and extent to which these characteristics differentially predicted outcomes of learning in the two course types. Participants for this study were 289 undergraduate students who completed a Psychology of Aging or Gerontology course, taught in either a Web-based or lecture-based format. Evaluation of student performance indicated percentage of points earned in the two course types did not differ significantly. Although students in Web-based courses tended to be older and were more likely to be upperclassmen than students in lecture-based courses, student profiles did not differ in terms of gender, race, grade point average, and Scholastic Assessment Tests (SAT) scores. Additionally, demographic and academic variables did not differentially predict course performance. The results of this study suggest a similar market in terms of demographic and academic characteristics of students for Web-based and lecture-based gerontology courses. Moreover, the findings suggest student learning outcomes in the two course formats are comparable.

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Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 97%

mentioning

confidence: 99%

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Web-Based Gerontology Courses: How Do They Measure Up?

Hills

Brallier

Palm

et al. 2009

Gerontology & Geriatrics Education

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“…High introversion was related to preference and participation in DL (Moore & Kearsley, 2005). Anxiety scores of the DL students are relatively moderate or higher and anxiety levels didn't change significantly overtime (Bolliger & Halupa, 2012;MacGregor, 2002). Önder, Horzum, and Beşoluk (2012) worked with face-to-face and blended learning students.…”

Section: Briggs (Mbti) and The Big Five Personality Model (Big-5) Mbmentioning

confidence: 99%

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

Randler

Horzum

Vollmer

2014

IRRODL

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There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.

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“…A number of researchers have concluded that there is "no significant difference" in achievement levels when comparing academic performance of postsecondary school students enrolled in the Webbased environment versus the traditional lecture-based environment (Bernard, Abrami, Lou, et al, 2004;Collins & Pascarella, 2003;MacGregor, 2002;Rivera & Rice, 2002;Russell, 1999;Saba, 2000). Several comparisons of students enrolled in the two learning environments have revealed no difference in student performance on tests (Leasure, Davis, & Thievon, 2000;Rivera & Rice;Waschull, 2001;White, 1999) or graded assignments (WaschuU; White).…”

Section: Introduction Wmentioning

confidence: 96%

Predictors of exam performance in Web and lecture courses

Brallier

Palm

Gilbert

2007

J. Comput. High. Educ.

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~sP~cFIRST OBJECTIVE OF THIS RESEARCH was to come the demographic and academic profiles of introductory iology students who completed Web-based courses (n = 62) to those who completed traditional lecture-based courses (n = 77). The second objective was to determine the extent to which demographic variables (age, gender, and race), academic variables (high school grade point average, and verbal and quantitative Scholastic Assessment Test scores) differentially predicted exam performance in the two learning environments. The demographic and academic profiles of students in the two learning environments were similar, with the exception of racial composition. The Web-based courses had a significantly lower percentage of racial minorities than the lecture-based courses. Hierarchical regression analysis indicated that race was a significant predictor of exam performance in the Web-based courses but not in the lecture-based courses.

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Personality Differences Between Online and Face-to-Face Students

Cited by 10 publications

References 15 publications

Web-Based Gerontology Courses: How Do They Measure Up?

Web-Based Gerontology Courses: How Do They Measure Up?

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

Predictors of exam performance in Web and lecture courses

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