Jost Nathanael S, Jossen Sina L, Rothen Nicolas, Martarelli Corinna S
Faculty of Psychology, Swiss Distance University Institute, 3900 Brig, Switzerland.
Educ Inf Technol (Dordr). 2021;26(3):3097-3113. doi: 10.1007/s10639-020-10424-9. Epub 2021 Jan 5.
Ongoing digital transformations facilitate the conduct of online courses and distance learning. In this study, it was aimed to investigate the role of learners' personalities and behaviors in their academic success (exam scores) in a blended learning setting (combination of distance learning and face-to-face learning). Next to individual differences in several variables (including intelligence), participants' ( = 62) learning time and learning motivation over 14 weeks (one term) using questionnaires for one learning module at the Swiss Distance University Institute was measured. Also, data on the participants' grades at the end of the course and the number of exercises they completed during the term were obtained. A stepwise regression analysis revealed that studying at the optimal time of the day and studying regularly are relevant predictors of academic success. The results and limitations of the study are discussed in the context of academic success prediction in higher education.
The online version contains supplementary material available at 10.1007/s10639-020-10424-9.
持续的数字变革推动了在线课程和远程学习的开展。在本研究中，旨在调查学习者的个性和行为在混合学习环境（远程学习与面对面学习相结合）中对其学业成绩（考试分数）的作用。除了几个变量（包括智力）的个体差异外，还使用瑞士远程大学学院一个学习模块的问卷，对62名参与者在14周（一个学期）内的学习时间和学习动机进行了测量。此外，还获取了参与者课程结束时的成绩以及他们在学期内完成的练习数量的数据。逐步回归分析表明，在一天中的最佳时间学习和定期学习是学业成功的相关预测因素。在高等教育学业成功预测的背景下讨论了该研究的结果和局限性。
在线版本包含可在10.1007/s10639-020-10424-9获取的补充材料。
