Student Satisfaction with Online Courses Based on Personality Type
Doris U. Bolliger, University of Wyoming, United States ; Maria D. Avgerinou, DePaul University, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Researchers are currently in the process of investigating levels of satisfaction of online learners at a midwestern university. The data collection has been completed in two of the four courses. It is the purpose of the study to investigate effects of personality type on student satisfaction with the online learning environment. Responses to a questionnaire with six subscales were analyzed in order to evaluate levels of student satisfaction with the instructor, technology, class set-up, interaction, outcomes, and overall satisfaction. Results indicate that learners experienced high levels of satisfaction in the online environment. Learners’ personality types were categorized with the use of an online version of the Myers-Briggs Type Indicator®. Once all of the data have been collected, several independent sample t tests and Chi-square tests will be performed to ascertain differences in satisfaction based on individual differences.
Bolliger, D.U. & Avgerinou, M.D. (2009). Student Satisfaction with Online Courses Based on Personality Type. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (p. 2523). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)