Virtual learning, personality, and learning styles

This study examined the relationship between college students' ability to succeed in a virtual course and personality or learning style. Subjects were 19 business and 21 humanities students taking an advanced composition course online. All volunteers completed the NEO Five Factor Inventory (NEO-FFI) and the Grasha-Riechmann Student Learning Style Scales (GRSLSS). The NEO-FFI measures five major factors of personality: neuroticism, extraversion, openness, agreeableness, and conscientiousness. The GRSLSS measures six learning styles: independent, dependent, participant, avoidant, collaborative, and competitive. At the end of the course, students completed an Online Attitude Survey. Correlations were examined for relationships of personality traits or learning styles with final course grades or attitude. Case studies were then developed based on interviews, student papers, and the course listserv.;The results revealed that business students not only received higher grades than humanities students, but also had a more favorable attitude toward learning online and a greater preference for the competitive learning style. Final course grade showed a significant relationship with openness for business students only. Attitude score was related to both openness and conscientiousness for business students. Humanities students who did an optional web site (required for business students) were also more conscientious.;The perception of the course experience varied considerably depending on the individual student. Some students were highly enthusiastic about the course, while others became frustrated and anxious. Although extraverted students tended to dislike communicating online, the perception of introverts varied. Students with high openness typically liked using Internet technologies, but a student with low openness felt that virtual courses were inferior to the residential experience. The behavior of students when interacting online did not seem to reflect their agreeableness score. Some students with low conscientiousness procrastinated or failed, but not a single student with high conscientiousness experienced these problems.;Students with an avoidant learning style consistently had trouble getting the work done. Students with a dependent style seemed to need more assistance than those with an independent style. Although some students scored as collaborative learners, this was not evident in their behavior online. Additional research on personality and learning styles is recommended.