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Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education

Collaborative work is a critical component of active learning. Where in-person collaboration may not be possible, inclusion of online collaboration tools has become more prevalent. Previous studies have suggested that online collaboration is beneficial to overall learning outcomes; however, little r...

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Autores principales: Borg, Meghan E., Butterfield, Kaitlyn M., Wood, Eileen, Zhang, Huan Huan, Pinto, Sabrina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847746/
https://www.ncbi.nlm.nih.gov/pubmed/34693305
http://dx.doi.org/10.1007/s43545-020-00053-x
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author Borg, Meghan E.
Butterfield, Kaitlyn M.
Wood, Eileen
Zhang, Huan Huan
Pinto, Sabrina
author_facet Borg, Meghan E.
Butterfield, Kaitlyn M.
Wood, Eileen
Zhang, Huan Huan
Pinto, Sabrina
author_sort Borg, Meghan E.
collection PubMed
description Collaborative work is a critical component of active learning. Where in-person collaboration may not be possible, inclusion of online collaboration tools has become more prevalent. Previous studies have suggested that online collaboration is beneficial to overall learning outcomes; however, little research has investigated how differences in personality traits, such as extraversion and agreeableness, impact the benefits and effectiveness of collaborative learning, both through online (synchronous and asynchronous) and in-person platforms. In the present study, 360 (66.4% female) undergraduate students completed an online survey to assess perceptions of and beliefs about online synchronous, online asynchronous, and in-person collaboration in higher education with a focus on the impact of extraversion and agreeableness. Findings indicated that students had more experience and greater preference for online synchronous collaboration compared to online asynchronous collaboration; however, students believed that in-person collaboration was most effective. Both extraversion and agreeableness predicted positive beliefs about group work in both online and in-person settings but not uniformly. These findings support the use of online synchronous collaboration when in-person opportunities are limited; however, individual differences related to personality traits can differentially impact students’ perceptions toward and actions within collaboration contexts.
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spelling pubmed-78477462021-02-01 Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education Borg, Meghan E. Butterfield, Kaitlyn M. Wood, Eileen Zhang, Huan Huan Pinto, Sabrina SN Soc Sci Original Paper Collaborative work is a critical component of active learning. Where in-person collaboration may not be possible, inclusion of online collaboration tools has become more prevalent. Previous studies have suggested that online collaboration is beneficial to overall learning outcomes; however, little research has investigated how differences in personality traits, such as extraversion and agreeableness, impact the benefits and effectiveness of collaborative learning, both through online (synchronous and asynchronous) and in-person platforms. In the present study, 360 (66.4% female) undergraduate students completed an online survey to assess perceptions of and beliefs about online synchronous, online asynchronous, and in-person collaboration in higher education with a focus on the impact of extraversion and agreeableness. Findings indicated that students had more experience and greater preference for online synchronous collaboration compared to online asynchronous collaboration; however, students believed that in-person collaboration was most effective. Both extraversion and agreeableness predicted positive beliefs about group work in both online and in-person settings but not uniformly. These findings support the use of online synchronous collaboration when in-person opportunities are limited; however, individual differences related to personality traits can differentially impact students’ perceptions toward and actions within collaboration contexts. Springer International Publishing 2021-02-01 2021 /pmc/articles/PMC7847746/ /pubmed/34693305 http://dx.doi.org/10.1007/s43545-020-00053-x Text en © The Author(s), under exclusive licence to Springer Nature Switzerland AG part of Springer Nature 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Borg, Meghan E.
Butterfield, Kaitlyn M.
Wood, Eileen
Zhang, Huan Huan
Pinto, Sabrina
Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
title Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
title_full Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
title_fullStr Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
title_full_unstemmed Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
title_short Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
title_sort investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847746/
https://www.ncbi.nlm.nih.gov/pubmed/34693305
http://dx.doi.org/10.1007/s43545-020-00053-x
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