Character Traits in Online Education: Case Study

Idrizi, Ermira; Filiposka, Sonja; Trajkovik, Vladimir

doi:10.1007/978-3-030-00825-3_21

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Knowing how stereotypes influence motivation can help mitigate one of the major problems of the contemporary STEM education system. The underrepresentation of women in STEM fields is troubling because it harms women and inhibits potential science and technical advances [25,39]. An underrepresentation is evident at an early age.…”

Section: General Overviewmentioning

confidence: 99%

Gender impact on STEM online learning- a correlational study of gender, personality traits and learning styles in relation to different online teaching modalities

Idrizi

Filiposka

Trajkovikj

2023

Multimed Tools Appl

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STEM (science, technology, engineering and mathematics) education benefits both individuals and society. It supports individuals by increasing their critical-thinking skills, encouraging creativity, as well as providing a basis for new inventions. The underrepresentation of women in STEM is a complex issue with various causes and different approaches of addressing it, where most likely gender differences are caused by desires and choice rather than abilities and performance. This paper explores differences in online and traditional STEM learning based on gender. It examines in detail recently identified patterns of women’s success, their access to STEM online courses, and their overall course experience during such courses. We analyzed results from a case study in which students were enrolled for one semester in two STEM online courses and completed questionnaires about their character traits and learning styles and how they relate to academic performance. The objective of our research is to analyze academic success during traditional classes and online classes, with focus on gender and identify how character traits and learning styles correlate with gender in online classes. The main outcome of our research is that female students, which study in the field of STEM in particular computer science, are trustworthy and autonomous students who can outperform their male counterparts during traditional courses, where during online courses male students still exceed slightly female students. The trait of Consciousness is a success predictor regardless of gender and learning environment, while the trait of Neuroticism has negative impact the traditional learning environment, Extraversion shows negative impact in online learning. Learning styles show gender differences, where female students prefer the style of read/write while male students favor kinesthetic.

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Section: General Overviewmentioning

confidence: 99%

Gender impact on STEM online learning- a correlational study of gender, personality traits and learning styles in relation to different online teaching modalities

Idrizi

Filiposka

Trajkovikj

2023

Multimed Tools Appl

Self Cite

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“…This means when students embark on e-learning, they can be thrifty " (p. 140). This feature has proven to be of great value, particularly for students with irregular schedules due to parenting obligations or work (Idrizi et al, 2018). Besides, avoiding the frequent commute to university reduces expenses and saves students' time.…”

Section: Literature Review the Benefits Of Online Learning Coursesmentioning

confidence: 99%

Enhancing Students’ English and Digital Literacies Through Online Courses: Benefits and Challenges

SHA’AR

Buddharat

Singhasuwan

2022

Turkish Online Journal of Distance Education

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This study aims to examine the benefits of incorporating online courses, MyELT, for General English (GE) curricula and to investigate the challenges that negatively affect the expediency of the courses in improving the students’ English proficiency and digital literacy. 351 participants were randomly selected and responded to a questionnaire and out of which 15 were conveniently selected for a semi-structured interview. Qualitative data was also collected through personal journaling to record hidden challenges for the expediency of MyELT. The data were analyzed through descriptive statistics and content analysis. The findings correlated and revealed that MyELT courses were beneficial in their flexibility as they helped fulfilling GE courses’ description and proportionately improved students’ English proficiency and digital literacy. Neither students’ perceptions nor teachers’ roles and background were challenging factors. The expediency of MyELT was, thus, challenged by four factors namely: teachers’ teaching practices, their inability to mentor students’ performance which further instigated some students to do unethical practices, the company system of accessibility, and MyELT courses content

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