Big five, linguistic styles, and successful online learning

Abstract

With the tremendous growth in online classes and programs at institutions of higher education, conflicting claims are increasingly being made on media and blog sites about the personality types that are compatible with this new learning format. The relations between the Five Factor Model of Personality (FFM) and linguistic styles with measures of academic performance in fully online asynchronous classes were examined. Consistent with findings based on research in face-to-face classes, Conscientiousness, Openness to Experience, and Analytic Thinking were associated with academic success. There was no support for the views propagated on the internet that extraversion, introversion, or anxiety hinder or foster online learning. The most robust predictor of academic performance throughout the semester, independent of the personality variables, was the number of words students contributed to the online discussions. These finding are interpreted within the Community of Inquiry framework (CoI; Garrison, 2003) and future lines of research are suggested.