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Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies

Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies

Panagiota Altanopoulou, Nikolaos Tselios
Copyright: © 2018 |Volume: 16 |Issue: 3 |Pages: 12
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522542421|DOI: 10.4018/IJDET.2018070105
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MLA

Altanopoulou, Panagiota, and Nikolaos Tselios. "Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies." IJDET vol.16, no.3 2018: pp.81-92. http://doi.org/10.4018/IJDET.2018070105

APA

Altanopoulou, P. & Tselios, N. (2018). Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies. International Journal of Distance Education Technologies (IJDET), 16(3), 81-92. http://doi.org/10.4018/IJDET.2018070105

Chicago

Altanopoulou, Panagiota, and Nikolaos Tselios. "Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies," International Journal of Distance Education Technologies (IJDET) 16, no.3: 81-92. http://doi.org/10.4018/IJDET.2018070105

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Abstract

The influence of students' non-cognitive characteristics on their learning performance constitutes a significant but rather unexplored topic. The goal of the research presented in this article, is to examine the relation between the students' personality characteristics (as measured using the Big Five Personality Test) and their learning outcome in the context of four framed wiki-based learning activities. 368 university students participated in the studies. Meta-analysis of results indicates that learning gain was significant negatively correlated with one of the five basic personality dimensions, namely Extraversion. Also, agreeableness was significant positively correlated with learning gain. Moreover, conscientiousness and emotionally stability were significant positively correlated with logged wiki edits that students made in this activity. It is argued, and discussed, that results from such studies can lead to useful conclusions regarding the design of appropriate activities and the creation of more effective collaborative teams in the context of wiki-based web activities.

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