An Analysis of Discipline and Personality in Blended Environments: Do They Interact Differently in the Teaching, Cognitive, and Social Presences?

Autor/in	Chang-Tik, Chan
Titel	An Analysis of Discipline and Personality in Blended Environments: Do They Interact Differently in the Teaching, Cognitive, and Social Presences?
Quelle	In: Canadian Journal of Learning and Technology, 46 (2020) 1, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chang-Tik, Chan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Blended Learning; Personality Traits; College Students; College Faculty; Teaching Methods; Correlation; Intellectual Disciplines; Comparative Analysis; Student Centered Learning; Higher Education; Educational Change; 21st Century Skills; Foreign Countries; Scheduling; Conventional Instruction; Online Courses; Malaysia + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Geisteswissenschaften; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Ausland; Disposition; Online course; Online-Kurs
Abstract	The purpose of this study is to investigate the interaction between discipline and personality in a blended classroom using the community of inquiry model. To this end, a factorial ANOVA is used to determine the main effects of the high and low of each personality trait as well as the four different clusters of discipline on the presences. The study used a non-experimental design to gather data. A total of 12 lecturers and 408 students from three institutions were involved. The results indicate that there is a significant difference in teaching presence between the hard-applied and hard-pure as well as the hard-applied and soft-pure disciplines for only for the conscientiousness personality. Accordingly, there is a significant difference in social presence between the hard-applied and soft-pure disciplines across all the five personality traits. However, there is no significant difference in cognitive presence for all the discipline clusters across all the personality traits. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01