nach oben

Journal of Computing in Higher Education

Erschienen in:

01.12.2012

Online learning in management education: an empirical study of the role of personality traits

verfasst von: Otmar E. Varela, John James Cater III, Norbert Michel

Erschienen in: Journal of Computing in Higher Education | Ausgabe 3/2012

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

In this study we seek to better understand the outcomes of online education by observing the role of learners’ personality traits. Under the premise that the behaviors that maximize learning are contingent on the delivery method, we compared learning outcomes of students participating in four sections of an undergraduate principles of management course—three sections were taught using the online approach and one section was taught using the classroom teaching approach (N = 132). Following a multi-group quasi-experimental design, we controlled for differences in teaching delivery styles between the online and traditional classes. Then, we utilized students’ personalities as the key independent variable of learning across classes. Our results corroborate that personality is an independent variable worthy of consideration in online settings. Results also suggest that future research in these settings benefits from considering narrow descriptions of personality as opposed to traditional broad traits (e.g., the big-five model). Specifically, we argue that online education demands a particular set of behavioral patterns (i.e., low gregariousness, achievement orientation) necessary to navigate the idiosyncrasies of online education (e.g., social isolation, schedule flexibility). We discuss the theoretical implications of our results in the context of online education and offer practical suggestions for online teaching design.

Vorheriger Artikel Interactive distance education: a cognitive load perspective

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing and Higher Education, 23, 82–103.CrossRef

Anitsal, M. M., Anitsal, I., Barger, B., Fidan, I., & Allen, M. R. (2008). Student evaluation of course attributes of online courses versus on ground courses: Impact of student personality traits. Proceeding from the Allied Academies International Conference, 13(1), 1–8.

Arbaugh, J. B. (2000). Virtual classroom versus physical classroom: An exploratory study of class discussion patterns and student learning in an asynchronous internet-based MBA course. Journal of Management Education, 24(2), 213–233.CrossRef

Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9, 9–22.CrossRef

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, I., et al. (2004a). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.CrossRef

Bernard, R. M., Abrami, P. C., & Wade, A. (2004). The effects of synchronous and asynchronous distance education: A meta-analytical assessment of Simonson’s Equivalency Theory. Proceedings from the Association for Educational Communications and Technology 27th conference (ED485078).

Bishop, M. J., Hyclak, T., & Yerk-Zwicki, S. (2007). The clipper project: Lessons learned teaching an online economics course. Journal of Computing in Higher Education, 18(2), 99–120.CrossRef

Blunt, R. (2001). How to build an e-learning community. e-Learning, (November): 18-22.

Borman, W. C. (2004). Introduction to the special issue: Personality and the prediction of job performance: More than the big five. Human Performance, 17(3), 267–269.CrossRef

Campbell, M. C., Floyd, J., & Sheridan, J. B. (2002). Assessment of student performance and attitudes for courses taught online versus onsite. Journal of Applied Business Research, 18(2), 45–51.

Chapman, B. F., & Henderson, R. G. (2010). E-learning quality assurance: A perspective of business teacher educators and distance learning coordinators. The Delta Pi Epsilon Journal, LII(1), 16–31.

Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678–707.CrossRef

Crant, J. M. (1995). The proactive personality scale and objective job performance among real estate agents. Journal of Applied Psychology, 80, 532–537.CrossRef

Cronbach, L. J., & Gleser, G. C. (1965). Psychological test and personnel decisions (2nd ed.). Urbana, IL: University of Illinois Press.

Dellana, S. A., Collins, W. H., & West, D. (2000). Online education in a management science course - effectiveness and performance factors. Journal of Education for Business, 75(5), 43–47.CrossRef

Depue, R. A., & Collins, P. F. (1999). Neurobiology of the Structure of Personality: Dopamine, Facilitation of Incentive Motivation, and Extraversion. Behavioral and Brain Sciences, 22(3), 491–517.

Dudley, N. M., Orvis, K. A., Lebiecki, J. E., & Cortina, J. M. (2006). A meta-analytic investigation of conscientiousness in the prediction of job performance: Examining the intercorrelations and the incremental validity of narrow traits. Journal of Applied Psychology, 91, 40–57.CrossRef

Dunn, R., Griggs, S. A., Olson, J., Gorman, B., & Beasley, M. (1995). A meta-analytical validation of the Dunn and Dunn learning styles model. Journal of Educational Research, 88, 353–361.CrossRef

Ferris, G. R., Youngblood, S. A., & Yates, V. L. (1985). Personality, training performance, and withdrawal: A test of the person-group fit hypothesis for organizational newcomers. Journal of Vocational Behavior, 27, 377–388.CrossRef

Forgas, J. P., & Vargas, P. T. (2004). The effects of mood on social judgment and reasoning. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 350–367). New York: Guildford Press.

Gagne, M., & Shepherd, M. (2001). Distance learning in accounting. T H E Journal, 28(9), 2–12.

Goldberg, L. R. (1992). The development of markers for the Big-Five structure. Psychological Assessment, 4, 26–42.CrossRef

Grucza, R. A., & Goldberg, L. R. (2007). The comparative validity of 11 modern personality inventories: Predictions of behavioral acts, informant reports, and clinical indicators. Journal of Personality Assessment, 89(2), 167–187.CrossRef

Harrington, R., & Loffredo, D. A. (2010). MBTI personality and other factors that relate to preference for online versus face-to-face instruction. Internet and Higher Education, 13, 89–95.CrossRef

Hay, A., Hodgkinson, M., Peltier, J. W., & Drago, W. A. (2004). Interaction and virtual learning. Strategic Change, 13(4), 193–204.CrossRef

Hiltz, S. R., & Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40(9), 44–49.CrossRef

Hogan, J. (1991). Personality and Personality Measurement. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of Industrial and Organizational Psychology (2nd ed., Vol. 2, pp. 327–396). Palo Alto, CA: Consulting Psychologist Press.

Hogan, J., & Ones, D. S. (1997). Conscientiousness and integrity at work. In R. Hogan, J. Johnson, & S. Briggs (Eds.), Handbook of personality psychology (pp. 849–870). San Diego, CA: Academic Press.CrossRef

Hogan, J., & Roberts, B. (1996). Issues and non-issues in the fidelity-bandwidth trade-off. Journal of Organizational Behavior, 17, 627–637.CrossRef

Isen, A. M. (2004). Positive affect and decision making. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 417–435). New York: Guilford Press.

Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face education. The European Journal of Open and Distance Learning, 2007-I. Retrieved September 21, 2011 from http://www.eurodl.org/materials/contrib/2007/Jahng_Krug_Zhang.pdf.

Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual difference, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Jung, C.G. ([1921] 1971). Psychological types, Collected Works, Volume 6, Princeton, N.J.: Princeton University Press.

Kim, B. S., & Atkinson, D. R. (2002). Asian American client adherence to Asian cultural values. Journal of Counseling Psychology, 46, 3–14.CrossRef

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U. S. Department of Education Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service, 1–66.

Mischel, W. (1968). Personality and assessment. New York: Wiley.

Moberg, P. J. (2001). Linking the strategy to the five-factor model: Theoretical and empirical foundations. International Journal of Conflict Management, 12(1), 47–68.CrossRef

Mount, M. F., & Barrick, M. R. (1995). The big five personality dimensions: Implications for research and practice in human resource management. Research in Personnel and Human Resources Management, 13, 153–200.

Ones, D. S., & Viswesvaran, C. (1996). Bandwidth-fidelity in personality measurement for personnel selection. Journal of Organizational Behavior, 17, 609–626.CrossRef

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles, concepts and evidences. Psychological Science in the Public Interest, 9(3), 105–119.

Peterson, M. (2009). Learner interaction in synchronous CMC: A sociocultural perspective. Computer Assisted Language Learning, 22(4), 303–321.CrossRef

Poropat, A. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338.CrossRef

Ree, M. J., & Earles, J. A. (1991). Predicting Training Success: Not Much More than g. Personnel Psychology, 44, 321–332.CrossRef

Rowold, J. (2007). The impact of personality on training-related aspects of motivation: Test of a longitudinal model. Human Resource Development Quarterly, 18, 9–31.CrossRef

Sapp, D. A., & Simon, J. (2005). Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition, 22, 471–489.CrossRef

Sitzmann, T., Brown, K. G., Casper, W. J., Ely, K., & Zimmerman, R. D. (2008). A Review and Meta-Analysis of Trainee Reactions. Journal of Applied Psychology, 93, 280–295.CrossRef

Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59, 623–664.CrossRef

Smith, D. E., & Mitry, D. J. (2004). Investigation of higher education: The real costs and quality of online programs. Journal of Education for Business, 83(1), 147–152.

Stone-Romero, E. F. (2011). Research strategies in industrial and organizational psychology. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology (Vol. 1, pp. 37–72). Washington, DC: American Psychological Association.CrossRef

Thompson, E. R. (2008). Development and validation of an international English big-five mini-markers. Personality and Individual Differences, 45(6), 542–548.CrossRef

Vamosi, A. R., Pierce, B. G., & Slotkin, M. H. (2004). Distance learning in an accounting principles course - student satisfaction and perceptions of efficacy. Journal of Education for Business, 79(2), 360–366.CrossRef

Varela, O. E., Cater, J. J., & Michel, N. (2011). Similarity attraction in learning contexts: An empirical study. Human Resource Development Quarterly, 22(1), 49–68.CrossRef

Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213–230.

Welsh, E. T., Wanberg, C. R., Brown, E. G., & Simmering, M. J. (2003). E-learning: emerging uses, empirical results and future directions. International Journal of Training and Development, 7, 245–258.CrossRef

Titel: Online learning in management education: an empirical study of the role of personality traits
verfasst von: Otmar E. Varela
John James Cater III
Norbert Michel
Publikationsdatum: 01.12.2012
Verlag: Springer US
Erschienen in: Journal of Computing in Higher Education / Ausgabe 3/2012
Print ISSN: 1042-1726
Elektronische ISSN: 1867-1233
DOI: https://doi.org/10.1007/s12528-012-9059-x

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Premium Partner