The role of personality in Web-based distance education courses

Abstract

Before investing in a Web-based education program, managers should consider how effective it will be when paired with employee personality traits.

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

“…Open-minded students reported a higher DLW. This finding is consistent with the literature: Santo (2001) found that students with higher scores on openness to experience also express positive opinions of DL and they learn effectively when taking DL (Kim & Schniederjans, 2004).…”

“…have strong implications on learning style, and BIG-5 represents the dominant conceptualization of personality in the current literature (Kim, 2011;Kim &Schniederjans, 2004). Research on personality and chronotype indicated that eveningness is related to extraversion, impulsivity, novelty seeking, depressive symptomatology as well as openness and, to smaller extent, psychoticism (psychopathology) while morningness is related to conscientiousness, agreeableness, persistence, and emotional stability (see Adan et al, 2012;Tsaousis, 2010).…”

E-learners’ personality identifying using their network behaviors

“…Although results have been mixed, but generally support a significant relationship between personality and performance. Kim and Schniederjans (2004) found a significant relationship between performance and each of the Big Five dimensions except extroversion; Lee and Lee (2006) found a relationship between personality and interaction in web-based threaded discussion; and Butler and Pinto-Zipp (2006) found several significant relationships which were consistent with personality traits. Pavalache-Ilie and Cocorada (2014) investigated the relations between some of the student's personality characteristics and some dimensions of online learning (preferred learning methods, student's needs, relations with the teacher and classmates).…”

“…Many educational psychologists have claimed that personality influences the way learners actively involution in their learning processes as well as whether they take responsibility for self-direction and discipline (Kim, Lee, & Ryu, 2013). The relationship between personality and academic performance has been examined in the context of distance and online education (Butler & Pinto-Zipp, 2006;Irani, Telg, Scherler, & Harrington, 2003;Kanuka & Nocente, 2003;Kim & Schniederjans, 2004;Lee & Lee, 2006). Although results have been mixed, but generally support a significant relationship between personality and performance.…”

Viability of the “Technology Acceptance Model” in Multimedia Learning Environments: A Comparative Study

“…Many universities are now beginning to develop and deliver their programs through MMLSs. At the same time, studies done on MMLSs have mainly focused on determining how to use internet-based tools/objects to support instruction, to assess user satisfaction (Wang, 2003), and to characterize the internet-based learning student (Kim & Schniederjans, 2004;Lu, Yu, & Liu, 2003). Some studies have only recently examined the development and design of learning objects and their effectiveness in demonstrating that learning did occur (Krauss & Ally, 2005;Salas & Ellis, 2006).…”