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Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits
During the COVID-19 pandemic, online teaching modes were found vital to continue students’ learning process, but sustainable implementation of online teaching models is an area of concern for policymakers. Psychiatrists are also eager to know students’ behavior toward learning and modes of teaching...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9354135/ https://www.ncbi.nlm.nih.gov/pubmed/35936293 http://dx.doi.org/10.3389/fpsyg.2022.956281 |
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author | Mustafa, Sohaib Qiao, Yu Yan, Xin Anwar, Aliya Hao, Tengyue Rana, Sehrish |
author_facet | Mustafa, Sohaib Qiao, Yu Yan, Xin Anwar, Aliya Hao, Tengyue Rana, Sehrish |
author_sort | Mustafa, Sohaib |
collection | PubMed |
description | During the COVID-19 pandemic, online teaching modes were found vital to continue students’ learning process, but sustainable implementation of online teaching models is an area of concern for policymakers. Psychiatrists are also eager to know students’ behavior toward learning and modes of teaching during COVID-19. We have drawn a model based on the big five personality traits to study students’ satisfaction with online teaching modes and their adoption intentions toward online teaching modes. We have collected data from 718 bachelor’s and master’s level students from four different universities. We have applied the SEM-ANN dual-stage approach to test personality traits’ influence and ranked them based on their normalized importance. The results revealed that agreeableness, conscientiousness, neuroticism, and openness positively influence students’ satisfaction with online teaching models, but that extraversion negatively influences their satisfaction. Agreeableness, extraversion, and neuroticism positively impact, but openness negatively influences. Conscientiousness does not affect adoption intention. Furthermore, agreeableness is the most significant, and conscientiousness is the least important factor for students to adopt online teaching modes. The findings of the study have useful perceptiveness for educational policymakers, academics, and psychiatrists. |
format | Online Article Text |
id | pubmed-9354135 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-93541352022-08-06 Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits Mustafa, Sohaib Qiao, Yu Yan, Xin Anwar, Aliya Hao, Tengyue Rana, Sehrish Front Psychol Psychology During the COVID-19 pandemic, online teaching modes were found vital to continue students’ learning process, but sustainable implementation of online teaching models is an area of concern for policymakers. Psychiatrists are also eager to know students’ behavior toward learning and modes of teaching during COVID-19. We have drawn a model based on the big five personality traits to study students’ satisfaction with online teaching modes and their adoption intentions toward online teaching modes. We have collected data from 718 bachelor’s and master’s level students from four different universities. We have applied the SEM-ANN dual-stage approach to test personality traits’ influence and ranked them based on their normalized importance. The results revealed that agreeableness, conscientiousness, neuroticism, and openness positively influence students’ satisfaction with online teaching models, but that extraversion negatively influences their satisfaction. Agreeableness, extraversion, and neuroticism positively impact, but openness negatively influences. Conscientiousness does not affect adoption intention. Furthermore, agreeableness is the most significant, and conscientiousness is the least important factor for students to adopt online teaching modes. The findings of the study have useful perceptiveness for educational policymakers, academics, and psychiatrists. Frontiers Media S.A. 2022-07-22 /pmc/articles/PMC9354135/ /pubmed/35936293 http://dx.doi.org/10.3389/fpsyg.2022.956281 Text en Copyright © 2022 Mustafa, Qiao, Yan, Anwar, Hao and Rana. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Mustafa, Sohaib Qiao, Yu Yan, Xin Anwar, Aliya Hao, Tengyue Rana, Sehrish Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits |
title | Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits |
title_full | Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits |
title_fullStr | Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits |
title_full_unstemmed | Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits |
title_short | Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits |
title_sort | digital students’ satisfaction with and intention to use online teaching modes, role of big five personality traits |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9354135/ https://www.ncbi.nlm.nih.gov/pubmed/35936293 http://dx.doi.org/10.3389/fpsyg.2022.956281 |
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