@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):293-299
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):293-299
Impact of Personality Types on the Rate of Participation of Learners in the Moodle Learning Management System
ARTICLE INFO
Article Type
Original ResearchAuthors
Momeni Rad A (*)Ali Abadi Kh (1)
Pourjamshidi M (2)
(*) Educational Sciences Department, Literature & Human Sciences Faculty, Bu-Ali Sina University, Hamedan, Iran
(1) Educational Technology Department, Psychology & Educational Sciences Faculty, Allame Tabatabai University, Tehran, Iran
(2) Educational Sciences Department, Literature & Human Sciences Faculty, Bu-Ali Sina University, Hamedan, Iran
Correspondence
Address: Educational Sciences Department, Literature & Human Sciences Faculty, Bu-Ali Sina University, Pajuhesh Square, Hamedan, IranPhone: +98 8138219504
Fax: +988138292590
akbar856@gmail.com
Article History
Received: June 8, 2014Accepted: August 17, 2014
ePublished: November 22, 2014
ABSTRACT
Aims
People enter to the learning environment with individual differences in the e-learning,
so they are very different from each other in the learning yields assessment. This study
aimed to investigate the effect of introversion and the extraversion personality types on the
participation of learners in the Moodle learning management system.
Materials & Methods This causal-comparative study was done on 86 Master of Sciences students in the second semester of law and political science of Allameh Tabatabai University in 2013. The subjects were selected by stratified random method based on Krejcie and Morgan table. They performed some exercises in the cyberspace to the computer acquaintance lesson. The Eysenck (introversion, extroversion) and Rabryka Personality Questionnaire were used. Data were analyzed by SPSS 19 software using independent-T and the Two-way ANOVA tests.
Findings No significant difference was observed between girls and boys scores in terms of introvert and the extrovert personality traits, as well as the participation rate. But the mean scores of students’ participation in extroverted and introverted personality traits was significantly different.Interaction between personality trait and the gender was not significant on the level of student participation (p>0.05).
Conclusion In the e-learning environment, introvert subjects more participate than extrovert subjects. In other words, in the e-learning, introvert subjects more participate in the activities and interactions.
Materials & Methods This causal-comparative study was done on 86 Master of Sciences students in the second semester of law and political science of Allameh Tabatabai University in 2013. The subjects were selected by stratified random method based on Krejcie and Morgan table. They performed some exercises in the cyberspace to the computer acquaintance lesson. The Eysenck (introversion, extroversion) and Rabryka Personality Questionnaire were used. Data were analyzed by SPSS 19 software using independent-T and the Two-way ANOVA tests.
Findings No significant difference was observed between girls and boys scores in terms of introvert and the extrovert personality traits, as well as the participation rate. But the mean scores of students’ participation in extroverted and introverted personality traits was significantly different.Interaction between personality trait and the gender was not significant on the level of student participation (p>0.05).
Conclusion In the e-learning environment, introvert subjects more participate than extrovert subjects. In other words, in the e-learning, introvert subjects more participate in the activities and interactions.
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