Personality, learning, and satisfaction in fully online academic courses
Personality, learning, and satisfaction in fully online academic courses
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DOI：
10.1016/j.chb.2017.02.030
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发表时间：
2017-07-01
影响因子：
9.9
通讯作者：
Baruth, Orit
中科院分区：
文献类型：
--
作者：
Cohen, Anat;Baruth, Orit
本研究试图在以往关于人格与自我调节学习(SRL)、自我调节学习与网络课程满意度之间关系的研究的基础上，对学习者的个性与其对完全在线课程的满意度之间的关系进行表征。本研究采用人格问卷和满意度问卷对72名参加网络课程学习的学生进行了问卷调查，考察了学习者的个性特征及其与网络课程满意度之间的关系。此外，还考察了根据学生的个性来预测学生满意度水平的可能性。研究结果表明，体验的开放性和严谨性对学生的满意度有显著的预测作用。研究发现，对在线学习者群体进行表征是可能的；具有相似个性、特征的学生会更喜欢类似的同步频道。建立了一个初步的模型，旨在提高学习者对在线课程的满意度。(C)2017爱思唯尔有限公司。保留所有权利。
The current study attempts to characterize the relationship between learners' personality and their satisfaction with a fully online academic course, based on previous evidence regarding the relationship between personality and self-regulated learning (SRL), and between SRL and satisfaction with online courses. Personality and satisfaction questionnaires were addressed to 72 students who were enrolled in an online academic course, in order to characterize the learners and to examine the correlation between learners' personality and their satisfaction with the fully online course. Moreover, the possibility to predict the level of the students' satisfaction according to their personality was examined as well. The findings show that openness to experience and conscientiousness significantly predicted students' satisfaction. It was found to be possible to characterize groups of online learners; and that students with similar personality,traits will prefer a similar synchronous channel. A preliminary model was produced, aiming to improve learners' satisfaction from online courses. (C) 2017 Elsevier Ltd. All rights reserved.