The impact of personality on students' perceptions towards online learning

Bhagat, Kaushal Kumar; Wu, Leon Yufeng; Chang, Chun Yen

doi:10.14742/ajet.4162

Cited by 72 publications

(93 citation statements)

References 40 publications

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“…Online courses also have higher attrition rates than traditional face-to-face situations (Luyt 2013) due to incohesive working structures and peer-to-peer interactional routines (Dow 2008;Hrastinski 2009), misconceptions about cognitive load and lifestyle change demands (Bawa 2016). In terms of individual differences, or the stable psychological characteristics that distinguish individuals from each other, online learning solutions are known to appeal to certain personality profiles over others, often relative to learning style preferences (Bhagat et al 2019;Kamal and Radhakrishnan 2019).…”

Section: Introductionmentioning

confidence: 99%

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Rivers

2021

Educ Inf Technol

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Informed by the educational conditions shaped by the novel coronavirus pandemic and an increased reliance upon online learning solutions and technologies, this article examines the role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle on a socially distanced asynchronous university course in Japan. With a sample of 149 students the study adopts SEM path-analysis model testing procedures and shows that agreeableness and conscientious have positive direct effects on online academic self-efficacy in addition to positive indirect effects on the acceptance of Moodle. Moreover agreeableness and conscientious had an indirect effect on course achievement while none of the five-factor model personality traits had an influence on actual Moodle use. An improved respecified model further affirmed the importance of agreeableness and conscientious and their role in online academic self-efficacy, the acceptance and actual use of Moodle and course achievement outcomes. Fourteen percent of the observed variance in course achievement was explainable through the respecified model. The discussion highlights the implications to be drawn from the data in relation to the current educational landscape from the perspective of the educator.

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Section: Introductionmentioning

confidence: 99%

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Rivers

2021

Educ Inf Technol

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“…This part of the study includes the results of EFA performed to determine the structure of the scale in Turkish students and the results of CFA performed to determine whether the scale structure was confirmed in the research sample. This part also presents the reliability test results and the results of the Pearson's correlation analysis performed between TIPI scores and TP perceptions in order to examine the relationship between TP perceptions and personality traits, an important variable in the field of distance education (Busari, 2017;Randler, Horzum & Vollmer, 2014;Siddiquei & Khalid, 2018;Bhagat, Wu & Chang, 2019;Bayram, Deniz & Erdogan, 2008;Bahcekapılı & Karaman, 2015) as they were taken as criteria for TP. This part finally presents the results of the multiple linear regression analysis performed on the data obtained using the Turkish version of the TP scale.…”

Section: Resultsmentioning

confidence: 99%

Turkish Adaptation of the Transactional Presence Scale and an Examination of Its Relationship With Perceived Learning

Kartal¹

2021

Turkish Online Journal of Distance Education

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The main purpose of this study is to establish a valid and reliable Turkish version of the Transactional Presence Scale. The study also aims to determine whether learners' personality structures, age, sex, previous experiences of distance education and perceptions of transactional presence are significant predictors of their perceived learning. The study sample consisted of 467 students who received pedagogical formation training at Sakarya University and agreed to participate in the study. The study used the relational survey model, a general survey model based on the quantitative research paradigm. Data were collected using the Transactional Presence Scale, the Perceived Learning Scale and TIPI-Ten Item Personality Inventory. First, the transactional presence scale was adapted for use in Turkish. Following the validity and reliability tests of the Turkish version of the transactional presence scale, a multiple linear regression analysis was performed to determine whether learners' personality traits, age, sex, previous experience of distance education and perceptions of transactional presence were significant predictors of their perceived learning. The results showed that only institutional transactional presence was a significant predictor of perceived learning. Transactional presence perceptions of the learners in the study explained 29% of the total variance of their perceived learning.

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“…The findings provided a proof that online classes for students with common personality characteristics had different interests and experiences. The authors recommended additional studies on the possible effect of different personality attributes on learning and success in online environments [22].…”

Section: Student's Personalitymentioning

confidence: 99%

Exploring Factors and Indicators for Measuring Students’ Performance in Moodle Learning Environment

Al-Kindi

Al-Khanjari

2021

Int. J. Emerg. Technol. Learn.

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One of the most important pillars of smart cities is the smart learning environ-ment. This environment should be well prepared and managed to improve the in-struction process for instructors from one side and the learning process for stu-dents from the other side. This paper presents the student’s Engagement, Behav-ior and Personality (EBP) predictive model. This model uses Moodle log data to investigate the influence and the effect of the students’ EBP factors on their per-formance. For this purpose, this paper uses the data log files of the "Search Strat-egies on the Internet" online course in Fall 2019 at Sultan Qaboos University (SQU) extracted from Moodle database. The intention of conducting this kind of experiments is of three-facets: 1. to assist in gaining a holistic understanding of online learning environments by focusing on student EBP and performance with-in the course activities, 2. to explore whether the student’s EBP can be considered as indicators for predicting student’s performance in online courses, and 3. to support instructors with insights to develop better learning strategies and tailor instructions for personal learning of individual students. Moreover, this paper takes a step forward in identifying effective methods to measure student’s EBP during the learning process. This may contribute to proposing a framework for the smart learning behavior environment that would guide the instructors to ob-serve students’ performance in a more creative way. All the 38 students who participated in this experiment had compatible statistics and results as the relationship between their Engagement, Behavior, Personality was symmetric with their Performance. This relationship was presented using a group of condition rules (If-then). The extracted rules gave us a straightforward and visual picture of the rela-tionship between the factors mentioned in this paper.

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The impact of personality on students' perceptions towards online learning

Cited by 72 publications

References 40 publications

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Turkish Adaptation of the Transactional Presence Scale and an Examination of Its Relationship With Perceived Learning

Exploring Factors and Indicators for Measuring Students’ Performance in Moodle Learning Environment

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