Can Personality Traits Predict Students’ Satisfaction with Blended Learning during the COVID-19 Pandemic?

Q3 Social Sciences

College Teaching Pub Date : 2022-12-20 DOI:10.1080/87567555.2022.2156450

A. Tovmasyan, D. Walker, L. Kaye

引用次数: 1

Abstract

Abstract The present study aimed to assess the impact of personality traits on student satisfaction with blended learning which many higher education institutions have adopted since the COVID-19 pandemic in the UK. Personality traits were assessed using the International Personality Item Pool and student satisfaction was recorded on a 7-point Likert scale. Data analysis of 72 undergraduate students revealed that low extraversion and high neuroticism predicted higher levels of student satisfaction. Implications are discussed considering the current pandemic with a view of increasing student satisfaction and in-turn improving National Student Survey results that impact on Teaching Excellence Framework scores and league tables.

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COVID-19大流行期间，人格特征能否预测学生对混合式学习的满意度?

摘要本研究旨在评估人格特质对学生对混合学习满意度的影响，自2019冠状病毒病大流行以来，英国许多高等教育机构采用了混合学习。使用国际人格项目库评估人格特征，并以7分李克特量表记录学生满意度。对72名大学生的数据分析表明，低外向性和高神经质预示着更高的学生满意度。考虑到当前的流行病，讨论了影响，以期提高学生满意度，进而改善影响教学卓越框架分数和排行榜的全国学生调查结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

College Teaching Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, up to 500 words, present techniques for addressing common classroom problems. Commentaries, up to 1,200 words, provide thoughtful reflections on teaching.