Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

Abstract

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

Keys to effective online I-O master’s programs: Ensuring employability

“…Online learning is not for everyone, but it is a good alternative for many students who have the motivation to study online. The instructional design may be the most important to student learning (Manwaring et al, 2017), but only if students self-select into online coursework (Stone, 2021). During the pandemic when online learning was mandatory, conscientiousness was positively related to anticipated grades (Stone, 2021).…”

“…The instructional design may be the most important to student learning (Manwaring et al, 2017), but only if students self-select into online coursework (Stone, 2021). During the pandemic when online learning was mandatory, conscientiousness was positively related to anticipated grades (Stone, 2021). Stone and Sanders (2020) provided information to potential I-O master's students about how different delivery methods could affect various aspects of the program (e.g., demonstrations, testing, applied experiences, mentoring, and advising).…”

“…Stone and Sanders (2020) provided information to potential I-O master's students about how different delivery methods could affect various aspects of the program (e.g., demonstrations, testing, applied experiences, mentoring, and advising). Given the flexibility of online delivery and that students were more receptive to online learning after their experiences with mandatory online delivery (Stone, 2021), the delivery of online master's programs should continue to improve, ensuring that I-O students have the competencies that make them highly employable.…”

Learning is Compromised during Remote Instruction --- A Social Cybernetic Analysis

“…Various observations address the adverse impact of remote instruction on student learning and wellbeing, relative to classroom instruction. Observations of this impact include: 1) attrition rates for online classes are 10 percent to 20 percent higher than for in-person classes, with some estimates much higher (Patterson & McFadden, 2009); 2) distraction can undermine the effectiveness of online education (Guijosa, 2019); 3) higher student conscientiousness is associated with higher GPA scores during remote instruction, relative to classroom instruction (Stone, 2021); 4) unfavorable health outcomes are associated with sedentary behavior among primary school students, thought to be exacerbated during remote learning (E-learning), prompting development of a physical activity program for 4 th graders aimed at mitigating these effects (Okoro et al, 2021); 5) cultural differences in oral communication can create a potential mismatch with asynchronous threaded discussion common to online courses ---black students may be disproportionately affected (Fox, 2005); 6) mismatches between students' expectations and actual course content can compromise E-learning (Brinkerhoff and Koroghlanian, 2007); and 7) teachers of online courses identify few instances of peer-to-peer collaborative learning, and incomplete utilization of available tools, as obstacles to meaningful online learning (Kerr, 2010(Kerr, -2011.…”