Chai Huanyou, Hu Tianhui, Niu Gengfeng
Research Center of Distance Education, Beijing Normal University, Beijing, China.
Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China.
Educ Inf Technol (Dordr). 2023;28(4):4795-4817. doi: 10.1007/s10639-022-11319-7. Epub 2022 Oct 24.
Research on online learning effectiveness has experienced a shift towards focusing on learner characteristics or differences. However, little attention has been paid to learners' personality traits, especially those that highly match with the environmental characteristics of online learning. Guided by recent active learning approach and Model of student differences for learning in online education, this study adopts proactive personality (a dispositional tendency to be active, goal-oriented, and not constrained by environmental forces) as a key predictor and examines whether its relationship with online learning performance is mediated by learning engagement as a multidimensional construct. Using a multi-method approach (including self-reports, log file analysis, and content analysis), this study collected both subjective and objective measures of learning engagement from a total of n = 322 undergraduates. Results showed that proactive personality was positively associated with online learning performance. In addition, this association was mediated by all subjective and certain objective measures of learning engagement. Findings contribute to understanding the impact of proactive personality on online learning performance and the interplay of learners' individual factors and learning engagement factors in online learning environments. This study recommends promoting learning engagement to realize learners' online success, especially for those with low levels of proactive personality.
在线学习效果的研究已转向关注学习者的特征或差异。然而，很少有人关注学习者的个性特质，尤其是那些与在线学习环境特征高度匹配的特质。以近期的主动学习方法和在线教育学习中的学生差异模型为指导，本研究采用主动型人格（一种积极主动、目标导向且不受环境力量约束的性格倾向）作为关键预测指标，并考察其与在线学习表现的关系是否通过作为多维结构的学习投入来介导。本研究采用多方法（包括自我报告、日志文件分析和内容分析），从总共n = 322名本科生中收集了学习投入的主观和客观测量数据。结果表明，主动型人格与在线学习表现呈正相关。此外，这种关联由学习投入的所有主观测量指标和某些客观测量指标介导。研究结果有助于理解主动型人格对在线学习表现的影响，以及在线学习环境中学习者个体因素与学习投入因素之间的相互作用。本研究建议促进学习投入以实现学习者的在线成功，特别是对于那些主动型人格水平较低的学习者。
