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Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies
ARTICLE

, , Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece

IJDET Volume 16, Number 3, ISSN 1539-3100 Publisher: IGI Global

Abstract

The influence of students' non-cognitive characteristics on their learning performance constitutes a significant but rather unexplored topic. The goal of the research presented in this article, is to examine the relation between the students' personality characteristics (as measured using the Big Five Personality Test) and their learning outcome in the context of four framed wiki-based learning activities. 368 university students participated in the studies. Meta-analysis of results indicates that learning gain was significant negatively correlated with one of the five basic personality dimensions, namely Extraversion. Also, agreeableness was significant positively correlated with learning gain. Moreover, conscientiousness and emotionally stability were significant positively correlated with logged wiki edits that students made in this activity. It is argued, and discussed, that results from such studies can lead to useful conclusions regarding the design of appropriate activities and the creation of more effective collaborative teams in the context of wiki-based web activities.

Citation

Altanopoulou, P. & Tselios, N. (2018). Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies. International Journal of Distance Education Technologies, 16(3), 81-92. IGI Global. Retrieved June 18, 2019 from .

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