Teacher vs. student satisfaction with online learning experiences based on personality type

Περίληψη

The purpose of this study is to investigate, compare, and explain effects of personality type on student and teacher satisfaction with the online learning experience. Data collection has involved one faculty and her two online, graduate classes at a Midwestern American university. Teacher and students’ personality types were categorized with the use of an online version of the Myers-Briggs Type Indicator®. The Online Faculty Satisfaction Survey (OFSS) (Bolliger & Wasilik, 2009) was employed as a self-report measure of faculty satisfaction. Responses to a questionnaire with six subscales were analyzed in order to evaluate levels of student satisfaction with the instructor, technology, class set-up, interaction, outcomes, and overall satisfaction. Results indicate that learners experienced higher levels of satisfaction in the online environment than the faculty. The MBTI® data analysis recognizes and explains apparent different personality assumptions, behaviors and expectations concerning the design and delivery of online learning experiences.