The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic

• Published in: International Journal of Educational Technology in Higher Education Vol. 18; no. 1; pp. 14 - 17
• Main Author: Yu, Zhonggen
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 02.04.2021; BioMed Central, Ltd; Springer Nature B.V; SpringerOpen
• Subjects: Academic Achievement; Blended Learning; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Cooperative Learning; Coronaviruses; COVID-19; COVID-19 pandemic; Distance Education; Distance learning; Education; Educational Attainment; Educational levels; Educational Technology; Electronic Learning; Gender; Gender Differences; Graduate Students; Higher Education; Humanities; In Person Learning; Individual Differences; Influence of Technology; Information Systems Applications (incl.Internet); Instructional Effectiveness; Instructional Improvement; Knowledge acquisition; Law; Learner Engagement; Learning Activities; Learning Readiness; Learning Strategies; Literature Reviews; Medical Education; Online Courses; Ophthalmology; Outcomes of Education; Pandemics; Personality; Personality Traits; Research Article; Scaffolding; Science Instruction; Statistics for Social Sciences; Teacher Effectiveness; Time; Undergraduate Students; Educational levels; COVID-19 pandemic; Personality; Gender
• ISSN: 2365-9440; 2365-9440
• DOI: 10.1186/s41239-021-00252-3

With the rampant pandemic of COVID-19, an increasing number of people are acquiring knowledge through online learning approaches. This study aims to investigate how to improve online learning effectiveness during this special time. Through a mixed design, this study revealed the effect of educational levels, gender, and personality traits on online learning outcomes. It was concluded that postgraduates (N = 599) outperformed undergraduates (N = 553) in online learning, learners (N = 1152) with strong personality traits such as agreeableness, conscientiousness, and openness to a new experience outperformed those with strong extraversion and neuroticism. Future research could improve interpersonal interactions and encourage learners to post words in the online discussion forum, focus on how to design scaffolding online learning and how to improve the quality and dynamic of the online contents, and highlight blended learning rather than either merely online or traditional face-to-face learning.