Exploring the Relationship Between Personality Traits and e-Learning Autonomy of Distance Education Students


FIRAT M.

OPEN PRAXIS, no.4, pp.280-290, 2022 (ESCI) identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.55982/openpraxis.14.4.155
  • Journal Name: OPEN PRAXIS
  • Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Directory of Open Access Journals, DIALNET
  • Page Numbers: pp.280-290
  • Anadolu University Affiliated: Yes

Abstract

Understanding the relationship between personality traits and e-learning autonomy can help to provide tailored e-learning environments and student support. Although the related literature is rich regarding learner autonomy and personality traits, there is a dearth of research exploring the predictive relationship. This research investigates the relationship between personality traits and e-learning autonomy of distance education students. Data was collected using the Big 5 Personality Traits and e-Learning Autonomy scales from 3435 distance education students of Anadolu University's Open Education Faculty. Results show that male students have more e-learning autonomy than female students, while female students have higher scores of personality traits except for agreeableness. The e-learning autonomy of distance education students had positive correlations with four personality traits except for neuroticism. Furthermore, extraversion, agreeableness, conscientiousness, and openness were significant predictors of e-learning autonomy behaviors of distance education students.