Endorsed, or Just Enforced? Personality and Preferences for Online Learning During COVID-19

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dc.contributor.advisorLee, Kibeom
dc.contributor.authorMacLean, Kaylee
dc.contributor.committeememberBourdage, Joshua
dc.contributor.committeememberHambley, Laura
dc.contributor.committeememberSteel, Piers
dc.date2022-11
dc.date.accessioned2022-10-12T17:55:32Z
dc.date.available2022-10-12T17:55:32Z
dc.date.issued2022-09
dc.description.abstractOnline learning has a history of higher dropout rates than in-person learning despite its continued growth. Research on online learning and remote work has historically been conducted using populations who were already attracted to those modalities, but COVID-19 forced many organizations operating in-person to suddenly switch to online formats. This created a novel population of individuals who were not previously engaged in, or necessarily attracted to, online learning and remote work, and the opportunity to learn more about how individual differences influence preferences for online modalities. This cross-sectional study investigated the relationships between university students’ (N = 465) personalities, preferences for online learning, and preferences for remote work. We found a modest overall effect of personality on preference for online learning. Students high in Honesty-Humility or Extraversion are less likely to prefer online learning and remote work. More students preferred in-person learning than online learning, and those who preferred in-person learning felt more strongly about their decision on average than those who preferred online learning. The number of students who preferred remote work was approximately equal to those who preferred in-person work. Additionally, an EFA of attitudes toward factors of the learning experience revealed six most important mechanisms of online learning preference. Together, these findings indicate that individuals’ personality traits have some influence on their preference of learning and work modality. This suggests that virtual modalities likely attract individuals with certain traits more than others, which may have implications for course drop-out rates and work recruitment. Understanding that pattern can guide the design of online learning and remote work programs to attract and accommodate a wider range of individuals, or individuals with desired traits, based on experiences and attitudes that shape their preferences.en_US
dc.identifier.citationMacLean, K. (2022). Endorsed, or just enforced? Personality and preferences for online learning during COVID-19 (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115358
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40355
dc.language.isoengen_US
dc.publisher.facultyArtsen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectpersonalityen_US
dc.subjectonline learningen_US
dc.subjectremote worken_US
dc.subjectpreferencesen_US
dc.subjectHEXACOen_US
dc.subjectCOVID-19en_US
dc.subject.classificationEducation--Businessen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Higheren_US
dc.subject.classificationEducation--Secondaryen_US
dc.subject.classificationEducation--Technologyen_US
dc.subject.classificationPsychology--Personalityen_US
dc.subject.classificationPsychometricsen_US
dc.titleEndorsed, or Just Enforced? Personality and Preferences for Online Learning During COVID-19en_US
dc.typemaster thesisen_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Science (MSc)en_US
ucalgary.item.requestcopytrueen_US
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