Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities

Online courses have become widespread in higher education. Yet, despite their prevalence, they may not suit all learners. Personality influences learner satisfaction and therefore affects learning experience. This study explores the relation between personality traits (using Costa & McCare's Big-Five model) and student satisfaction with various of learning activities offered in online courses, called Techno-Pedagogical Learning Solutions (TPLS). The tested TPLS were discussion groups, digital books, online assignments, surveys/polls and media. Questionnaires were used to measure personality types and satisfaction of 108 university students enrolled in a credited online academic course. Significant correlations were found between all five personality traits and satisfaction with several TPLS. Cluster analysis method was applied to identify learners with similar personality traits. Four groups were formed and group’s satisfaction score was measured. It was found that learners assigned to the "neurotic" group exhibited low satisfaction with all TPLS, contrary to learners assigned to the "non-neurotic" group. The findings clearly indicate that personality plays a significant role in online learner satisfaction. Thus, personality traits should be considered when designing learning activities for online courses. Such personality-based personalization may ensure that no learner is left behind, regardless of his\ her attitude toward online learning.

• Publication year

  2022

• Venue

  Education and Information Technologies : Official Journal of the IFIP technical committee on Education

• Publication date

  2022-07-07

• Fields of study

  Medicine, Computer Science, Education, Psychology

• Identifiers
  DOI 10.1007/s10639-022-11199-xPMID 35818630PMCID 9261160
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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