Abstract
The purpose of this study is to identify the role personality plays in students’ satisfaction with synchronous online academic learning (SOAL), especially during the COVID-19 pandemic. According to the literature, overall students’ satisfaction with SOAL depends on a number of factors including the quality of SOAL, the quality of the course design, the responsiveness of the instructors, the institutional preparedness, the infrastructure available, and the fairness of the evaluation system. To fully explore the students’ satisfaction with SOAL it is important to examine another important aspect that relates to students’ personalities. For the purpose of this research, an online questionnaire was delivered to undergraduate business students of a public university in Athens during the first spring lockdown period of 2020. The findings of the study indicate that openness and conscientiousness, two of the big five personality traits, present a positive relationship with overall satisfaction with SOAL (Sahinidis & Tsaknis, 2021). They also revealed that students with higher levels of overall satisfaction with SOAL present higher levels of openness, conscientiousness, extraversion, and agreeableness but lower levels of neuroticism. This research study will make a remarkable contribution to the literature regarding the relationship between personality and students’ satisfaction with SOAL
Highlights
The post-COVID-19 academic reality will be significantly different from the previous one (Gaur, Mudgal, Kaur, & Sharma, 2020; RodriguezSegura et al, 2020)
Factor analysis was conducted on the research data in order to reduce the total number of Big Five personality variables into fewer numbers of factors representing the five factors of the Big Five personality traits and the critical factors of the overall satisfaction with synchronous academic online learning (SOAL))
Factor analysis revealed the structure of the observed correlations and determined the groups of variables that have a high correlation of the Big Five personality factors and satisfaction with SOAL variables as shown in the table below (Table 1)
Summary
The post-COVID-19 academic reality will be significantly different from the previous one (Gaur, Mudgal, Kaur, & Sharma, 2020; RodriguezSegura et al, 2020). In the context of this emerging situation, academic programs had to adjust to the new challenges, by switching to a remote digital format and replacing the approach of face-to-face education with synchronous academic online learning (SOAL) (Liaqat, 2021). Higher education had to adapt to the new reality and moved to online delivery of academic curricula while simultaneously maintaining the quality and the integrity of the academic process (Cicha, Rizun, Rutecka, & Strzelecki, 2021). In this ongoing process and despite the newness of the procedure, both educators and students have shown positive reflexes and adaptability to remote learning (Yuan, 2021; Gürler, Uslu, & Dastan, 2021). Students, being presented with the opportunity to formulate their academic program in accordance with their personal needs in terms of time, place, space, and pace of study, have benefited from online learning flexibility (Yuan, 2021)
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