본 연구는 학습자 특성이 온라인 학습활동과 학업성취도를 예측하는 변인인지를 조사하기 위해 서울에 소재한 A 대학의 온라인 강좌를 수강한 학부생 67명을 대상으로 11주 동안 연구를 진행하였다. 불안정성, 외향성, 개방성, 수용성 그리고 성실성의 5 요인으로 나타나는 학습자 성격 특성의 예측력은 과제관리, 과제수행, 사회적 활동 및 과제 외 활동으로 구성된 온라인 학습활동과 개별 포트폴리오로 평가된 학업성취도를 대상으로 분석되었다. 그 결과, 성실성(β = .40)과 수용성(β = -.26)은 학습활동 전체를 예측하는 변인이었으나 두 요인의 예측방향은 반대로 나타났으며, 세부 학습활동에서는 외향성이 높은 학습자가 과제관리 활동과 과제 외 활동을, 성실성이 높은 학습자가 과제수행활동과 사회적 활동을 많이 하는 것으로 분석되었다. 한편, 학업성취도를 예측하는 유의미한 변인은 성실성(β = .28)이었다. 본 연구를 통해 온라인 학습활동과 학업성취도에 영향을 미치는 학습자의 성격특성 요인은 면대면 학습상황에서와 큰 차이가 없는 것으로 조사되었으나, [생략 : 학습자의 성실성이 학업성공 예측의주요 변인이긴 하나], 외향성을 나타내는 학습자의 활동 양상이 성실성이 높은 학습자와 다르게 나타나는 것으로 보아, 성공적 온라인 학습을 위해 학습자 성격 특성에 따라 적절한 온라인 학습활동 전략을 활용해야 할 것으로 사료된다.
Online learning is being widely spread out to all nations with the quick speed. But only a few studies investigated the effect of learners’ personality on online learning behaviors and performance. This study examined the power of predictability of the five factor personality (Neuroticism, Extraversions, Openness to Experience, Agreeableness, and Conscientiousness) on online learning activities(task management activity, task performance activity, social activity, and non-task activity) as well as online academic achievement with digital portfolios. From 67 students who took online Course in 'A' University located in Seoul, Korea participated in the investigation for eleven weeks. Personality traits, online learning activities and academic achievement were measured throughout the course period. Results indicated that in the case of task management, conscientiousness positively and agreeableness negatively were significant predictors of online learning behaviors. For the task performance in online learning, conscientiousness predicted achievement significantly. For social activity, only conscientiousness was a significant predictive variable. Agreeableness was a variable to negatively predict the task activities and openness to experience was a variable to positively predict non-task activities. Finally, conscientiousness of learners’ personality predicted online academic achievement significantly. The findings indicate that online learning designers and instructors should support the environment in that the learners can have accountability of their learning. Also, learners should be encouraged to perform as many task activities as possible. The result of this study will contribute to predict personality of successful online learners, form effective high-quality learning environment and establish a guideline suitable for the relevant students. Also, it is necessary to study the correlation between learners’ personality and online learning activity aiming at diverse
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