nach oben

Education and Information Technologies

Erschienen in:

08.02.2021

Socio-interactive practices and personality within an EFL online learning environments

verfasst von: Asma Almusharraf, Norah Almusharraf

Erschienen in: Education and Information Technologies | Ausgabe 4/2021

Einloggen

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

search-config

KI-gestützte Suche

Aus

Abstract

A primary effort within the literature addresses the needs in acclimatizing dynamic, student-driven instruction to conceive a significantly enhanced online learning environment. This study serves to examine the relationship, if any, between student characteristics (introversion and extraversion) and contribution in the online writing environment (social presence) and their sense of class community in online writing courses. The research was undertaken in a public university in the Kingdom of Saudi Arabia (KSA), examining a sample (N = 171, 36 males and 135 females) of EFL male and female students. The results confirmed the ICT positive relationships between extraverted and introverted students with their social presence and sense of class community. These results reinforce the instructor’s significant role in implementing and engaging students in learning experiences that can address the need for different types of students (e.g., extraverts, introverts) and enhance their interaction through online platforms. The study further calls for developing pedagogically sound approaches to shift away from instructor-fed to student-centered online learning that incorporates instructors’ facilitation, constructive and continuous feedback, and clear guidance. It further urges the utilization of sociopsychological methods to address individual differences, especially in online learning.

Vorheriger Artikel Identifying the key success factors for the adoption of mobile learning

Nächster Artikel Exploring the effectiveness of a mobile writing application for supporting handwriting acquisition of students with dysgraphia

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 "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

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

Ahmed, F., Campbell, P., Jaffar, A., Alkobaisi, S., & Campbell, J. (2010). Learning & personality types: A case study of a software design course. Journal of Information Technology Education: Innovations in Practice, 9, 237–252. https://doi.org/10.28945/1329.CrossRef

Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3), 3–22 https://files.eric.ed.gov/fulltext/EJ837483.pdf.

Alavinia, P., & Hassanlou, A. (2014). On the viable linkages between extroversion/introversion and academic Iranian EFL learners' writing proficiency. English Language Teaching, 7(3), 167–175. https://doi.org/10.5539/elt.v7n3p167.CrossRef

Alghamdi, J., & Holland, C. (2020). A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the Republic of Ireland. Education and Information Technologies, 25, 4721–4745. https://doi.org/10.1007/s10639-020-10169-5.CrossRef

Allen, I, E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Sloan Consortium. https://www.onlinelearningsurvey.com/reports/goingthedistance.pdf

Anderson, T., Rourke, L., Garrison, D. R., & Archer, A. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17 https://auspace.athabascau.ca/bitstream/handle/2149/725/assessing_teaching_presence.pdf?sequence=1&isAllowed=y.

Bangert, A. (2008). The influence of social presence and teaching presence on the quality of online critical inquiry. Journal of Computing in Higher Education, 20(1), 34–61. https://doi.org/10.1007/bf03033431.CrossRef

Baradaran, A., & Alavi, M. (2015). The difference between extrovert/introvert EFL learners’ cooperative writing. International Journal of Language Learning and Applied Linguistics World, 8(2), 13–24 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.678.4550&rep=rep1&type=pdf.

Belanger, F., & Jordan, D, H. (2000). Distance learning technologies. IGI Global. https://doi.org/10.4018/978-1-878289-63-6.ch003.

Boroujeni, A. J., Roohani, A., & Hasanimanesh, A. (2015). The impact of extroversion and introversion personality types on EFL learners’ writing ability. Theory and Practice in Language Studies, 5(1), 212–218. https://doi.org/10.17507/tpls.0501.29.CrossRef

Briggs, S. R. (1988). Shyness: Introversion or neuroticism? Journal of Research in Personality, 22(3), 290–307. https://doi.org/10.1016/0092-6566(88)90031-1.CrossRef

Cameron, B. A., Morgan, K., Williams, K. C., & Kostelecky, K. L. (2009). Group projects: Student perceptions of the relationship between social tasks and a sense of community in online group work. American Journal of Distance Education, 23(1), 20–33. https://doi.org/10.1080/08923640802664466.CrossRef

Cardinal, P., Zamora, M. C., Chambers IV, E., Carbonell Barrachina, Á., & Hough, G. (2015). Convenience sampling for acceptability and CATA measurements may provide inaccurate results: A case study with fruit-flavored powdered beverages tested in Argentina, Spain and USA. Journal of Sensory Studies, 30(4), 295–304. https://doi.org/10.1111/joss.12158.CrossRef

Chatterjee, R., & Correia, A. P. (2020). Online students’ attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53–68. https://doi.org/10.1080/08923647.2020.1703479.CrossRef

Cheng, L. T., & Wang, J. W. (2019). Enhancing learning performance through classroom response systems: The effect of knowledge type and social presence. The International Journal of Management Education, 17(1), 103–118. https://doi.org/10.1016/j.ijme.2019.01.001.CrossRef

Chesser, S., Murrah, W., & Forbes, S. A. (2020). Impact of personality on choice of instructional delivery and students’ performance. American Journal of Distance Education, 34, 211–223. https://doi.org/10.1080/08923647.2019.1705116.CrossRef

Chou, C. M., Shen, C. H., Hsiao, H. C., & Shen, T. C. (2019). Factors influencing teachers’ innovative teaching behaviour with information and communication technology (ICT): The mediator role of organisational innovation climate. Educational Psychology, 39(1), 65–85. https://doi.org/10.1080/01443410.2018.1520201.CrossRef

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. https://doi.org/10.1007/BF02299088.CrossRef

Cobb, S, C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3). https://www.ncolr.org/jiol/issues/pdf/8.3.4.pdf

Conrad, D. (2005). Building and maintaining community in cohort-based online learning. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 20(1), 1–20 https://pdfs.semanticscholar.org/d3b2/65ca01aa9b175d70d8038bd5e0dcf28748c1.pdf.

Davidson, B., Gillies, R. A., & Pelletier, A. L. (2015). Introversion and medical student education: Challenges for both students and educators. Teaching and Learning in Medicine, 27(1), 99–104. https://doi.org/10.1080/10401334.2014.979183.CrossRef

Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. The Internet and Higher Education, 9(3), 153–162. https://doi.org/10.1016/j.iheduc.2006.06.007.CrossRef

Dewaele, J. M., & Furnham, A. (1999). Extraversion: The unloved variable in applied linguistic research. Language Learning, 49(3), 509–544. https://doi.org/10.1111/0023-8333.00098.CrossRef

Dilling, J., Varga, M. A., & Mandernach, B. J. (2020). Comparing teaching and social presence in traditional and online community college learning environments. Community College Journal of Research and Practice, 44(10–12), 854–869. https://doi.org/10.1080/10668926.2020.1752852.CrossRef

DiRamio, D., & Wolverton, M. (2006). Integrating learning communities and distance education: Possibility or pipedream? Innovative Higher Education, 31(2), 99–113. https://doi.org/10.1007/s10755-006-9011-y.CrossRef

Ellis, A. (2010). Personality type and participation in networked learning environments. Educational Media International, 40(1–2), 101–114. https://doi.org/10.1080/0952398032000092152.CrossRef

Garrison, D, R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge. https://doi.org/10.4324/9781315667263.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6.CrossRef

Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11(3), 8–26. https://doi.org/10.1080/0892364970952697.CrossRef

Harrington, R., & Loffredo, D. A. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. The Internet and Higher Education, 13(1–2), 89–95. https://doi.org/10.1016/j.iheduc.2009.11.006.CrossRef

High, A. C., & Caplan, S. E. (2009). Social anxiety and computer-mediated communication during initial interactions: Implications for the hyperpersonal perspective. Computers in Human Behavior, 25(2), 475–482. https://doi.org/10.1016/j.chb.2008.10.011.CrossRef

Hoskins, B. J. (2012). Connections, engagement, and presence. The Journal of Continuing Higher Education, 60(1), 51–53. https://doi.org/10.1080/07377363.2012.650573.CrossRef

Hosler, K. A., & Arend, B. D. (2012). The importance of course design, feedback, and facilitation: Student perceptions of the relationship between teaching presence and cognitive presence. Educational Media International, 49(3), 217–229. https://doi.org/10.1080/09523987.2012.738014.CrossRef

Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78–82. https://doi.org/10.1016/j.compedu.2008.06.009.CrossRef

Hunter, E. H. (2018). An examination of how gender may relate to communication styles of introversion and extroversion in nursing students. Nursing Education Perspectives, 39(4), 233–234. https://doi.org/10.1097/01.NEP.0000000000000270.CrossRef

Isazadeh, P., Makui, S. M. Z., & Ansarian, L. (2016). Effect of instructional vs. authentic video materials on introvert and extrovert Iranian EFL learners’ vocabulary learning. International Journal of Education and Literacy., 4(4), 1–10. https://doi.org/10.7575/aiac.ijels.v.4n.4p.1.CrossRef

Jacobs, G. M., & Renandya, W. A. (2019). Student centered cooperative learning: Linking concepts in education to promote student learning. Berlin: Springer.

Jung, C. G. (1971). Personality types. The portable Jung, 178–272.

Kehrwald, B. (2008). Understanding social presence in text-based online learning environments. Distance Education, 29(1), 89–106. https://doi.org/10.1080/01587910802004860.CrossRef

Keller, H., & Karau, S. J. (2013). The importance of personality in students’ perceptions of the online learning experience. Computers in Human Behavior, 29(6), 2494–2500. https://doi.org/10.1016/j.chb.2013.06.007.CrossRef

Kim, H. Y. (2013). Statistical notes for clinical researchers: Assessing normal distribution using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1), 52–54. https://doi.org/10.5395/rde.2013.38.1.52.CrossRef

Kline, R. B. (2011). Principles and practice of structural equation modeling (3. Baskı). New York, NY: Guilford. Chicago.

Kou, S., McClelland, A., & Furnham, A. (2018). The effect of background music and noise on the cognitive test performance of Chinese introverts and extraverts. Psychology of Music, 46(1), 125–135. https://doi.org/10.1177/0305735617704300.CrossRef

Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441–451. https://doi.org/10.1016/j.paid.2006.08.001.CrossRef

Lee, S. M. (2013). The relationships between higher-order thinking skills, cognitive density, and social presence in online learning. The Internet and Higher Education, 21, 41–52. https://doi.org/10.1016/j.iheduc.2013.12.002.CrossRef

Lowenthal, P. R. (2010). Social presence. In Social computing: Concepts, methodologies, tools, and applications (pp. 129–136). Pennsylvania: IGI global.

Lubis, A. H., & Rahmawati, E. (2019). Literature-circles-based cooperative writing: From the perceptions of Indonesian university EFL learners with writing anxiety. Journal of AsiaTEFL, 16(4), 1422–1431. https://doi.org/10.18823/asiatefl.2019.16.4.26.1422.CrossRef

Martinez, M. (2001). Key design considerations for personalized learning on the web. Journal of Educational Technology & Society, 4(1), 26–40 https://www.jstor.org/stable/jeductechsoci.4.1.26.

Mathieson, K., & Leafman, J, S. (2014). Comparison of student and instructor perceptions of social presence. Journal of Educators Online, 11(2). https://doi.org/10.9743/jeo.2014.2.3.

McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. https://doi.org/10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I.CrossRef

Mehrabian, A. (1968). Some referents and measures of nonverbal behavior. Behavior Research Methods & Instrumentation, 1(6), 203–207. https://doi.org/10.3758/bf03208096.CrossRef

Moore, M. G., & Kearsley, G. G. (1996). Distance education: A system view. (No. C10 20). Wadsworth.

Offir, B., Bezalel, R., & Barth, I. (2007). Introverts, extroverts, and achievement in a distance learning environment. The American Journal of Distance Education, 21(1), 3–19. https://doi.org/10.1080/08923640701298613.CrossRef

Oxford, R. L. (1990). Research on second language learning strategies. Annual Review of Applied Linguistics, 13, 174–187.

Oz, H. (2014). Big five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behaviour & Personality: An International Journal, 42(9), 1473–1482. https://doi.org/10.2224/sbp.2014.42.9.1473.CrossRef

Phirangee, K., Epp, C. D., & Hewitt, J. (2016). Exploring the relationships between facilitation methods, students' sense of community, and their online behaviors. Online Learning, 20(2), 134–154. https://doi.org/10.24059/olj.v20i2.775.CrossRef

Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185–195. https://doi.org/10.1016/j.compedu.2014.02.011.CrossRef

Qanwal, S., & Ghani, M. (2019). Relationship between introversion/extroversion personality trait and proficiency in ESL writing skills. International Journal of English Linguistics, 9(4), 107–114. https://doi.org/10.5539/ijel.v9n4p107.CrossRef

Rice, R. E. (1993). Media appropriateness: Using social presence theory to compare traditional and new media. Human Communication Research, 19(4), 451–484. https://doi.org/10.1111/j.1468-2958.1993.tb00309.x.CrossRef

Richardson, J., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88. https://doi.org/10.24059/olj.v7i1.1864.CrossRef

Richmond, V, P., & McCroskey, J, C. (1998). Communication apprehension, avoidance and effectiveness (5th ed.). Allyn & Bacon. http://www.as.wvu.edu/~richmond/measures/introversion.pdf

Rios, T. (2019). The relationship between students' personalities and their perception of online course experiences. Journal of Educators Online, 16(1). https://doi.org/10.9743/jeo.2019.16.1.11.

Rios, T., Elliott, M., & Mandernach, B. J. (2018). Efficient instructional strategies for maximizing online student satisfaction. Journal of Educators Online, 15(3). https://doi.org/10.9743/jeo.2018.15.3.7.

Rourke, L., & Anderson, T. (2002). Exploring social communication in asynchronous, text-based computer conferencing. Journal of Interactive Learning Research, 13(3), 259–275 https://www.learntechlib.org/p/15133/.

Rourke, L., Anderson, T., Garrison, D., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. The Journal of Distance Education/Revue de L'education Distance, 14(2), 50–71 https://core.ac.uk/download/pdf/58774853.pdf.

Rovai, A, P. (2002a). Building sense of community at a distance. The International Review of Research in Open and Distance Learning, 3(1). https://doi.org/10.19173/irrodl.v3i1.79.

Rovai, A. P. (2002b). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319–332. https://doi.org/10.1016/s1096-7516(02)00130-6.CrossRef

Rovai, A. P. (2002c). Development of an instrument to measure classroom community. Internet and Higher Education, 5(3), 197–211. https://doi.org/10.1016/S1096-7516(02)00102-1.CrossRef

Ryan, T., & Xenos, S. (2011). Who uses Facebook? An investigation into the relationship between the big five, shyness, narcissism, loneliness, and facebook usage. Computers in Human Behavior, 27(5), 1658–1664. https://doi.org/10.1016/j.chb.2011.02.004.CrossRef

Sedova, K., & Navratilova, J. (2020). Silent students and the patterns of their participation in classroom talk. Journal of the Learning Sciences, 29(4–5), 681–716. https://doi.org/10.1080/10508406.2020.1794878.CrossRef

Shen, D., Nuankhieo, P., Huang, X., Amelung, C., & Laffey, J. (2008). Using social network analysis to understand the sense of community in an online learning environment. Journal of Educational Computing Research, 39(1), 17–36. https://doi.org/10.2190/ec.39.1.b.CrossRef

Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. Toronto; London; New York: Wiley.

Simunich, B., & Grincewicz, A. M. (2018). Social presence and cultural identity: Exploring culturally responsive instructional design in the online environment. In Cultivating diverse online classrooms through effective instructional design (pp. 136–162). Pennsylvania: IGI Global.

Sposito, V. A., Hand, M. L., & Skarpness, B. (1983). On the efficiency of using the sample kurtosis in selecting optimal lpestimators. Communications in Statistics-simulation and Computation, 12(3), 265-272.

Spark, A., Stansmore, T., & O'Connor, P. (2018). The failure of introverts to emerge as leaders: The role of forecasted affect. Personality and Individual Differences, 121, 84–88. https://doi.org/10.1016/j.paid.2017.09.026.CrossRef

Sun, L., Fu, Z., & Zheng, Y. (2020). Shyness and loneliness in Chinese young adults: Roles of aggression and gender. Journal of Aggression, Maltreatment & Trauma. Advance online publication. https://doi.org/10.1080/10926771.2020.1725209.

Tao, Y., Cai, Y., Rana, C., & Zhong, Y. (2020). The impact of the extraversion-introversion personality traits and emotions in a moral decision-making task. Personality and Individual Differences, 158, 109840. https://doi.org/10.1016/j.paid.2020.109840.CrossRef

Xu, S, Q., & Cooper, P. (2020). Mainstream teachers’ perceptions of individual differences among students in inclusive education settings of China. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2020.1735541, 1, 19.

Yuliani, W., Bharati, D. A. L., & Warsono, W. (2019). The effectiveness of brainstorming and mind mapping to teach writing narrative text for students with extrovert and introvert personalities. English Education Journal, 9(4), 459–466. https://doi.org/10.15294/eej.v9i4.32098.CrossRef

Zafar, S., & Meenakshi, K. (2012). A study on the relationship between extroversion-introversion and risk-taking in the context of second language acquisition. International Journal of Research Studies in Language Learning, 1(1), 33–40. https://doi.org/10.5861/ijrsll.2012.v1i1.42.CrossRef

Zainuddin, Z. (2016). The impact of personality: Extrovert vs. introvert on the ability in syntax in essay writing. Studies in English Language and Education, 3(2), 158–169. https://doi.org/10.24815/siele.v3i2.4963.CrossRef

Zhang, H., Lin, L., Zhan, Y., & Ren, Y. (2016). The impact of teaching presence on online engagement behaviors. Journal of Educational Computing Research, 54(7), 887–900 https://eric.ed.gov/?id=EJ1117923.CrossRef

Zhao, H., & Sullivan, K. P. (2017). Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake. British Journal of Educational Technology, 48(2), 538–551. https://doi.org/10.1111/bjet.12383.CrossRef

Titel: Socio-interactive practices and personality within an EFL online learning environments
verfasst von: Asma Almusharraf
Norah Almusharraf
Publikationsdatum: 08.02.2021
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 4/2021
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-021-10449-8

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 "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 4/2021

Effects of technology-enhanced constructivist learning on science achievement of students with different cognitive styles

Highlighting and taking notes are equally ineffective when Reading paper or eText

Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE

Action protocol for the use of robotics in students with Autism Spectrum Disoders: A systematic-review

Integrating design science research and design based research frameworks for developing education support systems

Editorial for EAIT issue 4, 2021

Premium Partner