The Impact of Personality on Collaborative Online Learning
Edward Caropreso, Sue-Jen Chen, University of North Carolina at Wilmington, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Online collaboration has typically been discussed within the context of learning communities. Though many aspects of online collaboration have been enthusiastically studied, little is known about the potential influence of students' personality on communication among members of the community. Our study addressed this issue. Online discussion groups were organized based on personality profiles as either "High" or "Low" using the IPIP Five Factor Personality Inventory. Data were collected from online messages. The study results indicated that personality influences the quantity and quality of online discussion, group interactions, and communication patterns. The results also show that students' feelings, attitudes and opinions about their online discussion experiences are positive. To optimize the effectiveness of a learning community, the potential influence of personality could be taken into consideration as part of the design of online collaborative learning.
Caropreso, E. & Chen, S.J. (2003). The Impact of Personality on Collaborative Online Learning. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2371-2375). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).