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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...

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Autores principales: Mustafa, Sohaib, Qiao, Yu, Yan, Xin, Anwar, Aliya, Hao, Tengyue, Rana, Sehrish
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
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.
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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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