An examination of personality traits in students perceptions of online and hybrid courses An Exploratory Study
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1 An examination of personality traits in students perceptions of online and hybrid courses An Exploratory Study Dr. Ramiro de la Rosa Dr. Aziza Zemrani
2 Presenters Dr. Ramiro de la Rosa Assistant Director COLT Adjunct Faculty 14 years Online Learning experience Area of Research: Personality Traits, Interaction, Perceptions of Online Learning
3 Presenters Dr. Aziza Zemrani Interim Chair of Public Affairs and Securities Studies Associate Professor Area of Research: Budgeting, Forecasting, Comparative Public Administration, Global Cultural Competency, Online Education Research
4 Introduction
5 Introduction Overall higher education enrollment dropped in 2012 for the first time in years Ten-year trend indicates that online enrollment increased at rates exceeding those of higher education as a whole (Allen & Seaman, 2012)
6 Introduction In a 2012 report 32% of all post secondary students took at least one online course 32% Online Translates to 6,714,792 students enrolled online in Fall % Face-toface 9.3% growth from the 2010 (Allen & Seaman, 2012)
7 Introduction Age In a nation-wide study of 1,500 online students Almost 40% of online students were under the age of 29 25% 20% 15% 10% 5% 19% 20% 15% 13% 11% 10% 8% 4% 0% (Aslanian & Clinefelter, 2012)
8 Introduction Gender In a nation-wide study of 1,500 online students 80% 70% 60% 70% 70% of those enrolled in an online course were female 50% 40% 30% 30% Female Male 30% of those enrolled were male 20% 10% 0% Gender (Aslanian & Clinefelter, 2012)
9 Introduction Ethnicity In a nation-wide study of 1,500 online students 70% 60% 50% 62% 62% White 19% Black 9% Asian 8% Hispanic 2% Other race 40% 30% 20% 10% 0% 19% 9% 8% 2% (Aslanian & Clinefelter, 2012)
10 Introduction Employment Status In a nation-wide study of 1,500 online students 60% Employed Full-time 20% Employed Part-time 20% Not Employed 70% 60% 50% 40% 30% 20% 10% 0% 60% 20% 20% (Aslanian & Clinefelter, 2012)
11 Purpose of the Study
12 Purpose of the Study The purpose of the study is to examine the relationship between the Big Five Personality Traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism) and five specific types of Online Course Impressions (Engagement, Value to Career, Overall Evaluation, Anxiety/Frustration and Preference for Online Courses).
13 Methodology
14 Sampling Participants enrolled in online courses at University of Texas - Pan Am were recruited to participate in the study Surveys were provided within participants online course. Participants login to their course, click on the link provided, read consent form and decided whether to exit or continue on to the survey Data were collected electronically Participation was strictly voluntary and did not affect the student s grade in any manner
15 Ethical Considerations Anonymity of participation Strictly Voluntary Grade not dependent on whether the students take or do not take the survey Can withdraw at anytime without penalty Informed consent IRB approval
16 Instruments
17 Instruments and Scale Two Instruments Big Five Personality Traits used the International Personality Item Pool (IPIP) Online Course Impression (OCI) Both used a Likert 5 Point Scale 1 Very Inaccurate 2 Moderately Inaccurate 3 Neither 4 Moderately Accurate 5 Very Accurate (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992; Keller & Karau, 2013)
18 Big Five Personality Traits Five continuous variables measuring Personality Traits Openness to Experience Conscientiousness Extraversion Agreeableness Neuroticism (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992)
19 Big Five Personality Traits Openness to Experience Individuals displaying traits of Openness to Experience tend to be Imaginative Intellectually Curious Creative Aware of Emotions Unconventional Reflective (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992)
20 Big Five Personality Traits Conscientiousness Individuals displaying traits of Conscientiousness tend to be Dependable Organized Self-Discipline Prepared Detail-oriented Efficient Responsible (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992)
21 Big Five Personality Traits Extraversion Individuals displaying traits of Extraversion tend to be Center of Attention Conversationalist Assertive Outgoing Positive Sociable (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992)
22 Big Five Personality Traits Agreeableness Individuals displaying traits of Agreeableness tend to be Forgiving Generous Kind Trusting Sympathetic Compassionate Cooperative (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992)
23 Big Five Personality Traits Neuroticism Individuals displaying traits of Neuroticism tend to be Anxious Hostile Stressed Unstable Depressed Over-sensitive (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992)
24 Online Course Impressions Five Scales: Two assessing positive impressions of online courses Engagement Value to Career Two assessing overall feelings and preference about online courses Overall Evaluation Preference for Online Courses One assessing negative impressions Anxiety/Frustration (Keller & Karau, 2013)
25 Online Course Impressions Engagement Online courses are very motivating to me I find online courses engaging Online courses motivate me to do my best Online discussions motivate me to participate I tend to disengage from online courses Not having other students present hurts motivation in an online course (Keller & Karau, 2013)
26 Online Course Impressions Value to Career I think online courses will help me in my career Online courses will have little or no value to my career I will be able to apply what I learn in my online courses to my job Taking courses online will help me get a better job Online courses will make me more competitive for raises and promotions I sometimes doubt the work relevance of my online courses (Keller & Karau, 2013)
27 Online Course Impressions Overall Evaluation My experience with online courses has been positive I would recommend online courses to my family or friends I feel online courses are valuable I enjoy being able to take courses online I hate online courses I've had bad experiences with online courses (Keller & Karau, 2013)
28 Online Course Impressions Anxiety/Frustration Online courses make me anxious The anonymity of online courses makes me less anxious than traditional, face-to-face courses Online courses involve too much uncertainty I lose sleep worrying about my online courses Online courses lessen my anxieties about learning (Keller & Karau, 2013)
29 Online Course Impressions Preference to Online Course I learn better online than I do in a traditional classroom I am more comfortable participating in discussions online I prefer online courses over traditional courses Given the choice, I would always choose an online course over a traditional course (Keller & Karau, 2013)
30 Research Variables
31 Independent Variables Five continuous variables measuring Personality Traits Openness to Experience Conscientiousness Extraversion Agreeableness Neuroticism (Costa & McCrae, 1988; Chamorro-Premuzic & Furnham 2009; McCrae & John, 1992)
32 Dependent Variables Six continuous variables measuring Online Course Impressions Engagement Value to Career Overall Evaluation Anxiety/Frustration Preference for Online Courses (Keller & Karau, 2013)
33 Demographic and Control Variables One dichotomous Gender Three dummy coded variables Ethnicity Marital Status Five continuous Age Employment Status Number Of Online Courses Enrolled In Current Semester Number Of Online Courses Taken In The Past
34 Research Questions
35 Research Question Is there a relationship between student s self-rated Personality Traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism), his/her impression of Engagement in an online courses when considering students age, gender, marital status, ethnicity, employment status, number of online courses enrolled this semester, and number of online courses taken in the past
36 Research Question Is there a relationship between student s self-rated Personality Traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism), his/her impression of Value to Career in an online courses when considering students age, gender, marital status, ethnicity, employment status, number of online courses enrolled this semester, and number of online courses taken in the past
37 Research Question Is there a relationship between student s self-rated Personality Traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism), his/her impression of Overall Evaluation in an online courses when considering students age, gender, marital status, ethnicity, employment status, number of online courses enrolled this semester, and number of online courses taken in the past
38 Research Question Is there a relationship between student s self-rated Personality Traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism), his/her impression of Anxiety/Frustration in an online courses when considering students age, gender, marital status, ethnicity, employment status, number of online courses enrolled this semester, and number of online courses taken in the past
39 Research Question Is there a relationship between student s self-rated Personality Traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism), his/her impression of Preference for Online Courses in an online courses when considering students age, gender, marital status, ethnicity, employment status, number of online courses enrolled this semester, and number of online courses taken in the past
40 Descriptive Statistics Of Students
41 Demographics
42 Demographics Hybrid Courses Participants: 25 Ethnicity Hispanic: 20 Non-Hispanic: 5 Age Mean: 32 Gender Male: 14 Female: 11 Marital Status Married: 11 Not Married: 14 Work Experience Mean: 11 Online Course Participants: 17 Ethnicity Hispanic: 15 Non-Hispanic: 2 Age Mean: 34 Gender Male: 6 Female: 11 Marital Status Married: 10 Not Married: 7 Work Experience Mean: 14
43 Demographics - Continued Hybrid Courses Online Courses - Past Mean: 3 Online Courses - Current Mean: 1 Online Course Online Courses - Past Mean: 8 Online Courses - Current Mean: 1
44 Control Variables
45 Online Courses Enrolled in Current Semester N = 42 Min = 1 Max = 2 Mean = 1.17 Std. Dev. =.377 Scale: Continuous
46 Number of Online Courses taken in the Past N = 40 Mean = 5.1 Std. Dev. = Scale: Continuous
47 Independent Variables
48 Students Self-rated Openness to Experience N = 42 Min = 25 Max = 48 Mean = Std. Dev. = Scale = 10 to 50
49 Students Self-rated Conscientious N = 42 Min = 25 Max = 49 Mean = Std. Dev. = Scale = 10 to 50
50 Students Self-rated Extraversion N = 42 Min = 19 Max = 47 Mean = Std. Dev. = Scale = 10 to 50
51 Students Self-rated Agreeableness N = 42 Min = 28 Max = 50 Mean = Std. Dev. = Scale = 10 to 50
52 Students Self-rated Neuroticism N = 42 Min = 11 Max = 35 Mean = Std. Dev. = Scale = 10 to 50
53 Dependent Variables
54 Student s Impression of Engagement N = 42 Mean = Std. Dev. = Scale = 6 to 30
55 Student s Impression of Value to Career N = 42 Mean = Std. Dev. = Scale = 6 to 30
56 Student s Impression of Overall Evaluation N = 42 Mean = Std. Dev. = Scale = 6 to 30
57 Student s Impression of Anxiety/Frustration N = 42 Mean = Std. Dev. = Scale = 5 to 25
58 Student s Impression Preference for Online Courses N = 42 Mean = Std. Dev. = Scale = 4 to 20
59 Previous Research
60 Keller & Karau, 2013 OCI O C E A N Engage.17**.39**.18** Value to Career Overall Evaluation Anxiety/Fr ustration Prefer Online.25**.26**.18**.21**.15*.32**.14* -.24**.17** * p <.05 ** p <.01
61 Closing and Future Research
62 Limitations of the Study Sample size - Exploratory Study Predominantly a large Hispanic student sample Restrictions on generalizability to populations outside a south Texas region
63 Future Research Continue present study to include More students at UTPA (online & hybrid) Add other predominantly Hispanic universities Additional analysis to include correlation/ regression Further study and develop the OCI Instrument
64 Questions? References Allen, I.E. & Seaman, J. (2011). Going the distance: Online education in the United States, Needham, MA:Sloan Consortium. Aslanian, C. B., & Clinefelter, D. L. (2004). Online college students 2012: Comprehensive data on demands and preferences. Learning House, Incorporated. Chamorro-Premuzic, T., & Furnham, A. (2009). Mainly Openness: The relationship between the Big Five personality traits and learning approaches. Learning and Individual Differences, 19(4), Costa, P. T., Jr., & McCrae, R. R. (1988). From catalog to classification: Murray's needs and the five-factor model. Journal of Personality and Social Psychology. 55, Keller, H., & Karau, S. J. (2013). The importance of personality in students perceptions of the online learning experience. Computers in Human Behavior, 29(6), McCrae, R. R., & John, O. P. (1992). An introduction to the five factor model and its applications. Journal of personality, 60(2),
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