The Effects of Personality Type on Web-Based Distance Learning

Bishop‐Clark, Cathy; Dietz‐Uhler, Beth; Fisher, Amy S.

doi:10.2190/dg67-4287-pr11-37k6

Cited by 19 publications

(9 citation statements)

References 10 publications

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“…Therefore, personality type may also influence student satisfaction in distance learning environments. Bishop-Clark, Dietz-Uhler, andFisher (2006/2007) report introverts applied gained knowledge to other courses more frequently, perceived a higher priority enabling students to work at their own pace, and enjoyed assignments, studying, and the course more than extraverts. Extraverts, however, had more difficulties connecting with their peers than introverts.…”

Section: Student Satisfactionmentioning

confidence: 99%

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

Bolliger

Erichsen

2012

CJLT / RCAT

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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.

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Section: Student Satisfactionmentioning

confidence: 99%

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

Bolliger

Erichsen

2012

CJLT / RCAT

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“…The extroverts might find being confined to one place, within which they are not able express their concern to the lecturer or fellow students, annoying and stressful. 10 The findings of our study suggest that online learning is valuable, but a certain percentage of face-to-face activities are needed for a better student-teacher and student-peer engagement. Furthermore, according to Lestari et al (2013), introvert and extrovert students have different learning styles; introvert students preferring to study alone while extroverts prefer to study in groups.…”

Section: Resultsmentioning

confidence: 72%

“…This is consistent with the characteristics of introverts; being people who do not like to be around large groups and can tend to avoid public places or crowded events. 10 Introverts also prefer to communicate through writing.…”

Section: Resultsmentioning

confidence: 99%

“…9 However, when they are with a stranger, they are quiet and seem less interested to start a conversation. 10 Zholudeva et al (2021) also found that ambiverts or PPIEs had a greater degree of preparedness for a future career, than extroverts and introverts, when looking at the readiness of students for professional careers. 11…”

Section: Students' Acceptance Of Virtual Learningmentioning

confidence: 99%

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The influence of extrovert and introvert personality types on the acceptance of virtual learning during the COVID-19 pandemic: a survey

et al. 2022

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Background: As a result of the COVID-19 pandemic, all courses taught in Malaysian schools and universities were conducted entirely virtually, after a movement control order was imposed in Malaysian on 18th March 2020. According to the research by Offir et al., (2007), extroversion-introversion (E-I) personalities have been shown to influence students’ involvement in class, their learning style and their understanding of the course materials. The purpose of this research was to explore how extrovert and introvert personality traits influence the acceptance of virtual learning amid the COVID-19 pandemic. Methods: A case study was conducted, focusing on a group of students taught by one of the researchers in our research team, HR. A total of 31 Diploma students (13 first year students and 18 second year students) taking Grooming and Professional Etiquette at Multimedia University, Malaysia (MMU) participated in the study. Open-ended questions were used to learn about the personality of each participant, as well as to provide a better understanding on how the opposing personas differs in their experiences with virtual learning. Results: Our results showed that 54.83% (17) of the students were introverts, 29.03 % (9) were extroverts, and 16.1% (5) were private-public-introvert-extroverts (PPIEs). The results for the acceptance level of virtual learning varied based on the different personality types. Results showed the extroverts expressed that the virtual learning experience was unpleasant, while the introverts and the PPIEs found virtual learning a useful and pleasant experience. Conclusion: This study was mainly descriptive, with open-ended questions used to gain insight on how different personality types differ in their acceptance of fully virtual learning. In future studies, inferential analysis could be carried out to test the hypotheses and assumptions. Future studies could also compare and contrast both students and lecturers’ acceptance of, and engagement in, online learning during the COVID-19 pandemic.

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“…Similarly, Rajendran [10] recently conducted a study to investigate the influence of lifestyle on middle-school and high-school students' academic performance. Besides, a study investigates issues regarding personality preferences' effect on online distance learners' performance and satisfaction conducted by Bishop-Clark et al [11]. While these studies have presented relevant contributions to the body of literature, an investigation of how compatible is a distance learning course with students' lifestyles needs exploration.…”

Section: Introductionmentioning

confidence: 99%

Is Online Distance Learning Compatible with Student Lifestyle? Assessment of program content, workload and long-time usefulness

Olaleye

Sanusi

Agbo

et al. 2020

2020 XV Conferencia Latinoamericana De Tecnologias De Aprendizaje (LACLO)

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Online distance learning (ODL) is gaining rapid acceptance in the educational system, and the level of student enrollment is massive nowadays. Although the adoption of online distance learning seems to be influencing students learning experience, the aspect of compatibility with the student lifestyle remains unclear and needs further research. This study employed a quantitative methodology to describe the relationship between the chosen independent and dependent variables adapted from the existing literature objectively and used structural equation modelling with SmartPLS for the data analysis. This study contributes to the literature on online distance learning and information systems. It gives a comprehensive understanding of how program content positively relates to online academic workload and how the long-time usefulness of online distance learning relates to the workload of online distance learning for the ODL students' lifestyle. This insight shows the importance of program content as a determinant of workload. It also shows how the memory of the long-time usefulness aids the workload of the ODL. The study explains the theoretical contributions, implications and suggests future research.

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The Effects of Personality Type on Web-Based Distance Learning

Cited by 19 publications

References 10 publications

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

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

The influence of extrovert and introvert personality types on the acceptance of virtual learning during the COVID-19 pandemic: a survey

Is Online Distance Learning Compatible with Student Lifestyle? Assessment of program content, workload and long-time usefulness

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