E-learners’ personality identifying using their network behaviors

Ghorbani, Fatemeh; Montazer, Gholam Ali

doi:10.1016/j.chb.2015.04.043

Cited by 25 publications

(12 citation statements)

References 26 publications

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“…Hence, a personality type classification is needed to adapt learning to learners' individual personalities. One such classification is the Big Five model (Costa & McCrae, 1985 ), considered the most common modern psychological model for characterizing human personality ( Cohen & Baruth, 2017 ; Franic et al, 2014 ; Ghorbani & Montazer, 2015 ; Gosling et al, 2003 ; Li & Armstrong, 2015 ; Papamitsiou & Economides, 2014 ; Sorić et al, 2017 ; Soto & John, 2017 ; Tlili et al, 2019a , 2019b ).…”

Section: Introductionmentioning

confidence: 99%

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Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities

Baruth

Cohen

2022

Educ Inf Technol

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Online courses have become widespread in higher education. Yet, despite their prevalence, they may not suit all learners. Personality influences learner satisfaction and therefore affects learning experience. This study explores the relation between personality traits (using Costa & McCare's Big-Five model) and student satisfaction with various of learning activities offered in online courses, called Techno-Pedagogical Learning Solutions (TPLS). The tested TPLS were discussion groups, digital books, online assignments, surveys/polls and media. Questionnaires were used to measure personality types and satisfaction of 108 university students enrolled in a credited online academic course. Significant correlations were found between all five personality traits and satisfaction with several TPLS. Cluster analysis method was applied to identify learners with similar personality traits. Four groups were formed and group’s satisfaction score was measured. It was found that learners assigned to the "neurotic" group exhibited low satisfaction with all TPLS, contrary to learners assigned to the "non-neurotic" group. The findings clearly indicate that personality plays a significant role in online learner satisfaction. Thus, personality traits should be considered when designing learning activities for online courses. Such personality-based personalization may ensure that no learner is left behind, regardless of his\ her attitude toward online learning.

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Section: Introductionmentioning

confidence: 99%

“…Personality-based personalization is a growing trend (Lee & Ferwerda, 2017 ) that may facilitate the creation of more effective learning processes (Ghorbani & Montazer, 2015 ). The current study seeks to propose a model for personality based personalized learning paths.…”

Section: Introductionmentioning

confidence: 99%

Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities

Baruth

Cohen

2022

Educ Inf Technol

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“…An adaptive learning system is quicker in formatively assessing learners, and the repetitive matching of similar learner types with learning processes results in a profiling database that can be reused and referred for future learner cohorts. Ghorbani and Montazer (2015) has demonstrated through their Automatic Learners' Personality Identifying System (ALPIS) prototype that adaptive systems are more systematic in their assessment of a learner's current learning need. The experimental ALPIS technology uses an intricate fuzzy inference algorithm that formulates profiles based on learners' patterns of engagement with the system.…”

Section: Study On the Use Of Speech Recognition Function To Practice Speaking English Using The Voice Translator "Pocketalk"mentioning

confidence: 99%

The Asian Conference on Education & International Development 2021 Official Conference Proceedings

2021

ACEID Official Conference Proceedings

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The UK Government's Department for Education provides state-maintained primary and secondary school places for young people in England. Some parents, however, choose private education, sending their children to fee-paying independent schools, which are not subject to the same government control. These typically have smaller classes and superior facilities to state schools, and although they educate only 7% of all pupils, their alumni occupy a proportionally higher number of seats in government and places at top UK universities. Furthermore, many independent schools hold charitable status, bringing them significant tax benefits, further extending their financial advantage. In 1997 the Labour government charged independent schools with sharing their facilities and their teachers with local state-maintained schools. The first 'independent state school partnerships' (ISSPs) were centrally funded the following year, and by 2017 the Independent Schools Council reported that 88% of its schools were involved in some form of partnership with schools in the maintained sector. While private education divides the main UK political parties, ISSPs have received support from both Labour and Conservative governments since their introduction. There has, though, been little research into their nature or their worth. This paper considers the findings of my study of three English ISSPs, exploring the relationships between schools and the ways they are embracing differences between them. It explores the nature of joint working and what the headteachers, teachers and pupils involved in them understand by the term partnership.

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“…McCrea ve Costa'nın (1987) geliştirdiği Beş Faktör Kişilik Modeli'ne göre dışadönüklük, nevrotizm, deneyime açıklık, uyumluluk ve öz-disiplin olmak üzere beş kişilik türü bulunmaktadır. Bu kapsamda incelenen çalışmalarda kişilik özelliklerinin boyutlarına göre kaygı (Keller & Karau, 2013), gönüllülük (Randler ve diğerleri, 2014), belirsizlik hissi (Jraidi & Frasson, 2013), memnuniyet (Sanchez-Franco ve diğerleri, 2014), başarı (Ghorbani & Montazer, 2015;Granić & Adams, 2011;Orvis, Brusso, Wasserman & Fisher, 2011) değişkenleri ile aralarındaki ilişkiler incelenmiştir.…”

Section: Sonuçlarunclassified

Bireysel Farklılıklar Kapsamında Çevrimiçi Öğrenme Araştırmalarına İlişkin Sistematik Bir Derleme

Ilgaz¹

2018

Kuramsal Eğitimbilim

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Online learning has been offering practical, efficient and effective solutions for reaching out big groups of learners in terms of learning and education. In these environments, where the participants have distinct properties, although the contents have been diversified, it has been represented with the assumption of ideal user. These environments consist many people who have very distinct properties from each other. Even if the presented content has been diversified, mostly it is designed for the ideal user. However, every person has some individual characteristics, which can be natal and acquired in time. These individual differences are important in order to provide effective learning experiences in learning environments. In this context when the e-learning studies analyzed it can be seen that there are several studies, which focused on individual differences. In these studies, the effects of the variables such as personal traits, cognitive characteristics, and prior learning experiences on individuals' academic success, motivation, participation levels, and staying on system, and the relationships had been analyzed. The main objective of this study is conducting a systematic review with the aim of identifying which individual differences studied and their relationships with other variables between 2010-2017 years. In this context, researcher defined review criteria (keywords, selection criteria, method) and conducted review process. According to search results, 38 research articles have been included in this study. Prominent results show that cognitive differences have been worked less in comparison with the other variables in terms of individual differences perspective, while the most worked variables are demographic variables and personal traits. ÖZ:Çevrimiçi öğrenme aynı anda büyük kitlelere ulaşmada, eğitim-öğretim faaliyetleri yürütmede etkili, hızlı ve verimli çözümler sunabilmektedir. Birbirinden farklı özelliklere sahip katılımcıların bulunduğu bu ortamlarda bireylere çeşitlendirilmiş olsa da ideal kullanıcı varsayımına göre içerik türleri sunulmaktadır. Oysaki her birey doğuştan getirdiği ve sonradan kazandığı bir takım özelliklere sahiptir. Bu bireysel farklılıklar da öğrenme ortamlarında etkili öğrenme deneyimleri sağlayabilmek adına önemlidir. Bu bağlamda alanyazın incelendiğinde de bireysel farklılıkları odağına alan birçok e-öğrenme çalışması olduğu görülmektedir. Bu çalışmalarda kişilik özellikleri, bilişsel özellikler, geçmiş öğrenme deneyimleri gibi sıralanabilen bu değişkenlerin bireylerin akademik başarılarına, motivasyonlarına, katılım düzeylerine ve sistemde kalmalarına olan etkileri ve aralarındaki ilişkiler incelenmiştir. Bu çalışmanın temel amacı sistematik bir alanyazın taraması gerçekleştirilerek, 2010-2017 yılları arasında yayınlanan çalışmalara konu olan bireysel farklılıkların belirlenmesi ve bu farklılıkların hangi değişkenlerle incelendiğinin ortaya konulmasıdır. Bu kapsamda belirlenen alanyazın tarama kriterlerine göre (anahtar kelimeler, seçim kriterleri, yöntem) ISI Web of Kn...

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E-learners’ personality identifying using their network behaviors

Cited by 25 publications

References 26 publications

Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities

Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities

The Asian Conference on Education & International Development 2021 Official Conference Proceedings

Bireysel Farklılıklar Kapsamında Çevrimiçi Öğrenme Araştırmalarına İlişkin Sistematik Bir Derleme

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