Business undergraduate personality temperaments, student electronic activity and selected demographic characteristics on course achievement in an on-line university learning environment
The demand for online courses is expanding. In 2005, about 3.2 million (70.2%) students in the United States took at least one online course, an increase of 39 % from 2004. Worldwide, nearly 19 % of the population has been internet penetrated. Higher education institutions offer web-based courses without investigating if students are successful in this environment. The major purpose of this study was to examine the effects and interactions of undergraduate business students' personality learning style and electronic activity on course achievement in an electronic university environment. The secondary purpose of this research was to explore the relationship of gender, age, and ethnicity with personality learning style. Subjects were 106 undergraduates in six business web-based courses. Factorial analysis of variance was utilized to determine significant main effects and/or interactions of personality learning style, electronic activity, and achievement. ANOVA resulted with no significant main effects or interactions. Independent factors estimated marginal grade means of personality learning style and electronic activity on course achievement did show interaction, although not significant. Significant relationships (Pearson Chi-Square) resulted between personality learning style and ethnicity, and personality learning style and age group. No significant relationship was associated with personality learning style and gender.
European Journal of Social Sciences
Le Sage, T., Venneman, S., Patton, B., & Hallock, D. (2008). Business undergraduate personality temperaments, student electronic activity and selected demographic characteristics on course achievement in an on-line university learning environment. European Journal of Social Sciences. Retrieved from https://ir.una.edu/mm_facpub/3