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Student Personality Characteristics Differ in MOOCs Versus Blended-Learning University Courses
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Author(s): Ada Le (Department of Psychology, University of Toronto Scarborough, Toronto, Canada), Cho Kin Cheng (Department of Psychology, University of Toronto Scarborough, Toronto, Canada)and Steve Joordens (Department of Psychology, University of Toronto Scarborough, Toronto, Canada)
Copyright: 2018
Volume: 8
Issue: 2
Pages: 13
Source title:
International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan)and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.2018040102
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Abstract
This article conveys how online technology in education has become increasingly popular, especially blended-learning and Massive Open Online Courses (MOOCs). Although, research to date on blended-learning and MOOCs have revealed various factors that contribute to student success; however, systematic research on the personality characteristics of the learner, and how this could affect course performance remains sparse. This article is based off of the authors survey of students in a MOOC and a blended-learning course in Introductory Psychology about various personality characteristics that they believed could influence course performance. The results indicate that students in the MOOC versus blended-learning course exhibit different personality traits, and that these traits are associated with MOOC but not blended-learning course performance. These findings have important implications for fine tuning online teaching techniques to the personality types of the learners, which could improve course performance.
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