Publikation

J. Hermanns, I. Glowinski
Who prefers online teaching and learning? The relevance of students\' personal characteristics and learning strategies
Progress in Science Education 2022, 5, 35-47
DOI: 10.25321/prise.2022.1320
Students’ learning is influenced by students’ personal characteristics and learning strategies. There are learning-oriented and grade-oriented students. To predict study outcome, the “big five personality characteristics” can be used. Those are extraversion, agreeableness, conscientiousness, emotional stability and autonomy as well as personal orientations on learning and students’ study approach. Other personality characteristics are for example motivation or students’ self-concept. Three learning strategies have been mentioned in the literature: cognitive, metacognitive and resource management learning strategies. Learning strategies can be defined as the learning behaviour and the attitudes behind this behaviour. For online teaching in courses on STEM subjects, an online questionnaire was developed, used and evaluated. The study focusses on relationships associated with students’ preference for online teaching and a preference for classroom learning. The relationships between the students’ personal characteristics and attitudes and their general learning strategies towards online learning have been evaluated. Enthusiasm and study satisfaction show a large correlation with their appreciation of online provided as learning resources during the online term. However, these personal characteristics of students show only small correlations with the preference for online learning and classroom learning. Positive correlations for online learning show negative for classroom learning. The relevant learning strategies (“effort”, “general time management”, “literature use”, “learning environment” and ”control”) correlate mostly signficantly but always negatively in a small range with a preference for classroom learning. Poorly developed general learning strategies could let students prefer the less self-regulated learning. However, for predicting a preference for online learning, general learning strategies seem to have a limited value. The successful mastering of the requirements during the online term seems to be more relevant, independent from the expression of general learning strategies.
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