Positive Impact of online classes on students personality.
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the student will improve learning and listing skills through extra mark
student done time to time
the online class have to closs relation ship blw teacher and student
student take doubt personally
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The aim of this exploratory study was to examine the impact of five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and intellect/imagination) on the perception of students towards online learning. A total of 208 students from Taiwan (male = 96 and female = 112) with previous online course experience participated in an online survey using a bulletin board system. To measure personality traits and students’ perceptions, the Mini-International Personality Item Pool and the Perception of Students towards Online Learning instruments were used respectively. The researchers employed hierarchical regression analysis to analyse the data obtained. The results showed that two personality traits (conscientiousness and intellect/imagination) had a larger positive impact on students' perceptions towards online learning, whereas neuroticism had significantly negative effects on participants of online courses. These results provide evidence that students with different personality traits have different preferences for and experiences in online courses.
Introduction
Compared with traditional classroom learning, online learning environments have some features that offer potential advantages, including flexibility, ubiquity, and cost-efficiency (Abrami, Bernard, Bures, Borokhovski, & Tamim, 2012; Anderson, 2008; Bartley & Golek, 2004; Fernando, Rosalba, Francisco, Andres, & Dionicio, 2008; Moller, Robison, & Huett, 2012; Woods & Baker, 2004; Zhang, Perris, & Yeung, 2005). Online courses are flexible, as they do not require physical attendance. Learners can study at their own space. Ubiquity allows students to access course content from almost any place and at any time. Online courses are cost-efficient programs, eliminating commuting and building maintenance costs. In addition, online courses can accommodate more people, be held more frequently, and save infrastructure costs; in these ways, online learning has some advantages over the traditional classroom.
With the recent rapid development in educational technology, online learning has become another way to provide education to learners (Rovai, Ponton, & Baker, 2008). However, in spite of an increase in the number of online courses, the retention rate of learners in online learning is often below that of learners in traditional full-time courses (Meredith, 2011; Tung, 2012; Zellner, 2011). Atchley, Wingenbach, and Akers (2013) compared the course completion rate between students enrolled in online courses and students enrolled in traditional courses. They found a significant difference in the retention rate between the two groups. In order to engage learners, it is very important to understand individual differences among the learners involved (Bolliger & Erichsen, 2013; Cela-Ranilla, Gisbert, & de Oliveira, 2011; Chamorro- Premuzic & Furnham, 2005; O’Connor & Paunonen, 2007). Bolliger and Erichsen mentioned that personality type affects students’ preferences towards educational settings. Some may prefer face-to-face or fully online or even blended learning methods while others prefer fully online courses, and those preferences tend to be correlated with personality types. For example, introverts are likely to prefer asynchronous online courses.
Previous research studies on online learning for degree completion have focused mainly on students’ academic performance, motivation, and satisfaction compared with traditional learning environments (Bernard et al., 2004; Caldwell, 2006; Nakayama, Mutsuura, & Yamamoto, 2014; Schoenfeld-Tacher, McConnell, & Graham, 2001; Zhan, Xu, & Ye, 2011). However, the impact of personality traits in online learning has not been given ample attention and is in need of further examination. The present study attempts to address this gap by examining the relationship between students’ personality traits and their perceptions towards online learning.
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Introduction
Compared with traditional classroom learning, online learning environments have some features that offer potential advantages, including flexibility, ubiquity, and cost-efficiency (Abrami, Bernard, Bures, Borokhovski, & Tamim, 2012; Anderson, 2008; Bartley & Golek, 2004; Fernando, Rosalba, Francisco, Andres, & Dionicio, 2008; Moller, Robison, & Huett, 2012; Woods & Baker, 2004; Zhang, Perris, & Yeung, 2005). Online courses are flexible, as they do not require physical attendance. Learners can study at their own space. Ubiquity allows students to access course content from almost any place and at any time. Online courses are cost-efficient programs, eliminating commuting and building maintenance costs. In addition, online courses can accommodate more people, be held more frequently, and save infrastructure costs; in these ways, online learning has some advantages over the traditional classroom.
With the recent rapid development in educational technology, online learning has become another way to provide education to learners (Rovai, Ponton, & Baker, 2008). However, in spite of an increase in the number of online courses, the retention rate of learners in online learning is often below that of learners in traditional full-time courses (Meredith, 2011; Tung, 2012; Zellner, 2011). Atchley, Wingenbach, and Akers (2013) compared the course completion rate between students enrolled in online courses and students enrolled in traditional courses. They found a significant difference in the retention rate between the two groups. In order to engage learners, it is very important to understand individual differences among the learners involved (Bolliger & Erichsen, 2013; Cela-Ranilla, Gisbert, & de Oliveira, 2011; Chamorro- Premuzic & Furnham, 2005; O’Connor & Paunonen, 2007). Bolliger and Erichsen mentioned that personality type affects students’ preferences towards educational settings. Some may prefer face-to-face or fully online or even blended learning methods while others prefer fully online courses, and those preferences tend to be correlated with personality types. For example, introverts are likely to prefer asynchronous online courses.
Previous research studies on online learning for degree completion have focused mainly on students’ academic performance, motivation, and satisfaction compared with traditional learning environments (Bernard et al., 2004; Caldwell, 2006; Nakayama, Mutsuura, & Yamamoto, 2014; Schoenfeld-Tacher, McConnell, & Graham, 2001; Zhan, Xu, & Ye, 2011). However, the impact of personality traits in online learning has not been given ample attention and is in need of further examination. The present study attempts to address this gap by examining the relationship between students’ personality traits and their perceptions towards online learning.
Hope this helps u plz mark me d brainliest
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