Personality, learning, and satisfaction in fully online academic courses

Allen, 2016 Appana, 2008, A review of benefits and limitations of online learning in the context of the student, the instructor, and the tenured faculty, International Journal on ELearning, 7, 5 Barnett, 2015, Five-factor model personality traits as predictors of perceived and actual usage of technology, European Journal of Information Systems, 24, 374, 10.1057/ejis.2014.10 Bartley, 2004, Evaluating the cost effectiveness of online and face-to-face instruction, Journal of Educational Technology and Society, 7, 167 Bayne, 2004 Bidjerano, 2007, The relationship between the big-five model of personality and self-regulated learning strategies, Learning and Individual Differences, 17, 69, 10.1016/j.lindif.2007.02.001 Bishop-Clark, 2007, The effects of personality type on web-based distance learning, Journal of Educational Technology Systems, 35, 491, 10.2190/DG67-4287-PR11-37K6 Blau, 2012, How do personality, synchronous media, and discussion topic affect participation?, Journal of Educational Technology & Society, 15, 12 Boekaerts, 1999, Self-regulated learning: Where we are today, International Journal of Educational Research, 31, 445, 10.1016/S0883-0355(99)00014-2 Bolliger, 2012, Student satisfaction with blended and online courses based on personality type, Canadian Journal of Learning and Technology, 39, 1, 10.21432/T2B88W Bouhnik, 2013, Thinking styles in virtual learning courses, 141 Caspi, 2006, The influence of personality on social participation in learning environments, Learning and Individual Differences, 16, 129, 10.1016/j.lindif.2005.07.003 Cho, 2009, Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments, Educational Psychology, 29, 117, 10.1080/01443410802516934 Corno, 1989, Self-regulated learning: A volitional analysis Costa, 1985 Costa, 1992 Denphaisarn, 2014, A new framework for e-learning using learning style and personality, International Journal of Sciences: Basic and Applied Research, 13, 145 Emmons, 1985, Choice of situations and congruence models of interactionism, Personality and Individual Differences, 6, 693, 10.1016/0191-8869(85)90080-7 Erdogan, 2008, Factors that influence academic achievement and attitudes in web based education, Online Submission, 1, 31 Eysenck, 1978, The development of personality and its relation to learning, 134 Fiske, 1949, Consistency of the factorial structures of personality ratings from different sources, Journal of Abnormal Social Psychology, 44, 329, 10.1037/h0057198 Franić, 2014, The big five personality traits: Psychological entities or statistical constructs?, Behavior Genetics, 44, 591, 10.1007/s10519-013-9625-7 Ghyasi, 2013, The relationship between personality types and self-regulated learning strategies of language learners, International Journal of Applied Linguistics and English Literature, 2, 74 Grolnick, 2015, Contexts supporting self-regulated learning at school transitions, xv, 251 Hassan, 2002, Academic satisfaction and approaches to learning among United Arab Emirates university students, Social Behavior and Personality: An International Journal, 30, 443, 10.2224/sbp.2002.30.5.443 Horzum, 2015, Interaction, structure, social presence, and satisfaction in online learning, Eurasia Journal of Mathematics, Science & Technology Education, 11, 505, 10.12973/eurasia.2014.1324a Isik, 2008, E-learning satisfaction factors, 941 John, 1999, The Big Five trait taxonomy: History, measurement, and theoretical perspectives Joo, 2014, Structural relationships among self-regulated learning, learning flow, satisfaction, and learning persistence in cyber universities, Interactive Learning Environments, 22, 752, 10.1080/10494820.2012.745421 Judge, 2002, Relationship of personality to performance motivation: A meta-analytic review, Journal of Applied Psychology, 87, 797, 10.1037/0021-9010.87.4.797 Katt, 2013, The power of provisional/immediate language Revisited: Adding student personality traits to the mix, Communication Research Reports, 30, 85, 10.1080/08824096.2012.747178 Kauffman, 2015, A review of predictive factors of student success in and satisfaction with online learning, Research in Learning Technology, 23, 1, 10.3402/rlt.v23.26507 Keller, 2013, The importance of personality in students' perceptions of the online learning experience, Computers in Human Behavior, 29, 2494, 10.1016/j.chb.2013.06.007 Komarraju, 2011, The Big Five personality traits, learning styles, and academic achievement, Personality and Individual Differences, 51, 472, 10.1016/j.paid.2011.04.019 Kuo, 2013, A predictive study of student satisfaction in online education programs, The International Review of Research in Open and Distributed Learning, 14, 16, 10.19173/irrodl.v14i1.1338 Lin, 2015, The impacts of network centrality and self-regulation on an e-learning environment with the support of social network awareness, British Journal of Educational Technology, 46, 32, 10.1111/bjet.12120 Martin, 2004, Self regulated learning, social cognitive theory, and agency, Educational Psychologist, 39, 135, 10.1207/s15326985ep3902_4 McAuley, 2010 McCrae, 1996, Social consequences of experiential openness, Psychological Bulletin, 120, 323, 10.1037/0033-2909.120.3.323 McManus, 2000, Individualizing instruction in a Web-based hypermedia learning environment: Nonlinearity, advance organizers, and self-regulated learners, Journal of Interactive Learning Research, 11, 219 Messick, 1984, The nature of cognitive styles: Problems and promise in educational practice, Educational Psychologist, 19, 59, 10.1080/00461528409529283 Mirhashemi, 2014, Self-Regulated Learning Strategies: The Role of Personal Factors (Motivational Beliefs and Personality), Journal of Educational and Management Studies, 4, 152 Nicol, 2009, Assessment for learner self-regulation: Enhancing & achievement in the first year using learning technologies, Assessment & Evaluation in Higher Education, 34, 335, 10.1080/02602930802255139 Orvis, 2010, Enabled for e-learning? The moderating role of personality in determining the optimal degree of learner control in an e-learning environment, Human Performance, 24, 60, 10.1080/08959285.2010.530633 Otaibi, 2012, The relationship between cognitive dissonance and the big-5 factors model of the personality and the academic achievement in a sample of female students at the University of Umm Al Qura, Education, 132, 607 Paechter, 2010, Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction, Computers & Education, 54, 222, 10.1016/j.compedu.2009.08.005 Park, 2009, Factors influencing adult learners' decision to drop out or persist in online learning, Educational Technology & Society, 12, 207 Patrick, 2011, Student evaluations of teaching: Effects of the big five personality traits, grades and the validity hypothesis, Assessment & Evaluation in Higher Education, 36, 239, 10.1080/02602930903308258 Rowe, 2013, Instructional design interventions for supporting self-regulated learning: Enhancing academic outcomes in postsecondary e-learning environments, Journal of Online Learning and Teaching, 9, 590 Schrum, 1995, Online courses: What have we learned? Schunk, 1998 Shih, 2013, The relationship among tertiary level EFL students' personality, online learning motivation and online learning satisfaction, Procedia-Social and Behavioral Sciences, 103, 1152, 10.1016/j.sbspro.2013.10.442 Snyder, 1999, The relationship between learning styles/multiple intelligences and academic achievement of high school students, The High School Journal, 83, 11 Tallent-Runnels, 2006, Teaching courses online: A review of the research, Review of Educational Research, 76, 93, 10.3102/00346543076001093 Tlili, 2016, Role of personality in computer based learning, Computers in Human Behavior, 64, 805, 10.1016/j.chb.2016.07.043 Vasileva-Stojanovska, 2015, Impact of satisfaction, personality and learning style on educational outcomes in a blended learning environment, Learning and Individual Differences, 38, 127, 10.1016/j.lindif.2015.01.018 Vygotsky, 1978 Watson, 1997, Extraversion and its positive emotional core, 767 Zimmerman, 2008, Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects, American Educational Research Journal, 45, 166, 10.3102/0002831207312909