The Effect of Students' Personality and Learning Styles on Their Motivation for Using Blended Learning

Autor/inn/en	Keshavarz, Mohammad Hossein; Hulus, Asegul
Titel	The Effect of Students' Personality and Learning Styles on Their Motivation for Using Blended Learning
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 6, S.78-88 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Personality Traits; Cognitive Style; Student Motivation; Blended Learning; College Students; Foreign Countries; Extraversion Introversion; Intuition; Educational Technology; Technology Uses in Education; Feedback (Response); Lecture Method; Computer Mediated Communication; Group Discussion; Instructional Materials; Cooperative Learning; Cyprus + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cognitive styles; Kognitiver Stil; Schulische Motivation; Collegestudent; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Gruppendiskussion; Lehrmaterial; Lehrmittel; Kooperatives Lernen; Zypern
Abstract	Blended learning is a revolutionary concept that embraces traditional classroom teaching and online/offline learning. Many studies have been conducted on blended learning; however, research on its effect on motivation with reference to personality and learning styles is scarce. Therefore, the present study set out to fill this niche. To this end, 33 university students from a private university in Northern Cyprus were randomly selected to participate in this study by filling out a questionnaire on the use of blended learning. The questionnaire was analyzed and frequencies of participants' responses were calculated. To supplement the survey with qualitative data, an interview was conducted with ten of the participants on a voluntary basis. The results of both sets of data suggest that students' personality and learning styles play a significant role in increasing their motivation for using blended-learning. Thus, based on these findings, it is suggested that in order to increase learners' motivation, teaching materials and methods should be tailored according to their needs. The findings of the study are interpreted to have direct implications for syllabus designers and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01