The relationship between learners' personality types to their performance in computer-mediated distance education
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Ahn, J. & Ahn, M. (2000). The relationship between learners' personality types to their performance in computer-mediated distance education. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (p. 1805). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16489.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
Jacqueline Bourdeau & Rachelle Heller
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Table of Contents
Many distance education programs tend to be focused on programs rather than on individuals and their characteristics with the goal of improving the learners' performance. More research into the effects of distance education should be oriented toward the individual learners. Little is known about the personal factors that promote or inhibit success in distance education environments. This study examined the relationship between learners' personality types and their performance in computer-mediated distance education. This study found that Perceiving types posted fewer but longer messages, Judging types posted more but shorter messages, Feeling types perceived that they had gained knowledge more than other types, and Sensing types were less satisfied with the CMC experience. There were no significant relationships between personality types to grades, level of small group collaboration, and level of leadership influence. Students indicated that the leadership changed from topic to topic and learning in CMC can be achieved without a leader. They used others' frequency and quality of postings, writing skills, and feedback to postings as a factor in determining the leadership.
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