Student Satisfaction with Blended and Online Courses Based on Personality Type / Niveau de satisfaction des étudiants dans les cours hybrides et en ligne basé sur le type de personnalité

Abstract

The purpose of the study was to investigate differences in perceived student satisfaction in blended and online learning environments based on personality type. A total of 72 graduate students enrolled in blended and online courses at two research universities in the United States completed an abbreviated online version of the Myers-Briggs Type Indicator (MBTI®) and an online student satisfaction questionnaire. Overall, results indicate participants were satisfied with courses delivered in both environments. Analyses revealed several significant differences in perceived student satisfaction with certain elements in blended and online courses based on personality type. Cette étude a pour but d'examiner si la satisfaction des étudiants à l’égard d’environnements d'apprentissage hybride et en ligne varie en fonction du type de personnalité. 72 étudiants de cycle supérieur inscrits dans des cours hybrides et en ligne de deux universités de recherche américaines ont rempli en ligne une version abrégée de l'indicateur de types psychologiques de MyersBriggs (MBTI ®) ainsi qu’un questionnaire mesurant le niveau de satisfaction des étudiants. Dans l'ensemble, les résultats indiquent que les participants étaient satisfaits des cours enseignés dans ces deux environnements. Les analyses ont révélé que la satisfaction des étudiants à l’égard de certains éléments des cours hybrides et en ligne varie en fonction du type de personnalité.

The impact of personality on students' perceptions towards online learning

“…Meredith (2011) studied the relationship between the personality types of students and their success in online courses and found that personality is an influencing factor for the success of students in terms of final course grade and retention rate. Bolliger and Erichsen (2013) investigated the differences in learners' satisfaction in online and blended learning based on their personality type and found that personality type influenced learners' satisfaction in both conditions. In another study, Kelly and Schorger (2002) used the Myers-Briggs Type Indicator and the Student Perceptions of Online Learning to explore the relationship between personality traits and perceptions towards online learning.…”

“…They found a significant difference in the retention rate between the two groups. In order to engage learners, it is very important to understand individual differences among the learners involved (Bolliger & Erichsen, 2013;Cela-Ranilla, Gisbert, & de Oliveira, 2011;Chamorro-Premuzic & Furnham, 2005;O'Connor & Paunonen, 2007). Bolliger and Erichsen mentioned that personality type affects students' preferences towards educational settings.…”

Student satisfaction with e-learning using blackboard LMS during the Covid-19 circumstances: realities, expectations, and future prospects

“…Al Ghamdi (2017) stated that using up-to-date e-learning features can reduce the feeling of separation between students and lecturers within the distance education environment, can promote effective communication, and can improve the learning years and become one of the major goals of all educational institutions" (p. 3802). Bolliger and Erichsen (2013) defined student satisfaction as "the learner's perceived value of their educational experiences in an educational setting" (p. 5). It is one of the crucial factors that shape the success of the learning process, whether it is traditional or online.…”

The Information Resilience Framework

“…Also, parties are recommended to make decisions as 'thinkers' where judgements are based on logic and objective analysis of the facts, rather than 'feelers' who make decisions by assessing their values and very subjective [58] as this affects the relational dimensions of information. In dealing with external project actors, parties are recommended to be 'judgers' -structured, plan, and organise information, instead of perceivers who do not plan are tentative and open-minded [12] to reduce vulnerability to information security. Psychologically, the above behaviours are observable cues from traits and attitudes of individuals [2].…”