A Study of Higher Education Students’ Expectations toward 21st-Century Blended Learning and the Influence of the Big Five Personality Traits
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Abstract
The purposes of this study were (1) to investigate higher education students’ expectations toward blended learning, and (2) to examine differences in these expectations according to personal factors and the Big Five personality traits. The sample consisted of 650 undergraduate students from Prince of Songkla University, Pattani Campus, selected through multi-stage sampling. The research instruments included the 21st-Century Blended Learning Expectation Scale for Undergraduate Students and the Big Five Inventory–2 Extra Short Form (BFI-2-XS), both of which were validated for content validity and reliability. Data were analyzed using chi-square statistics and the standard error of the difference between observed and expected frequencies. The results indicated that (1) the majority of students expected the Rotation Model of blended learning, in which assessment serves as a mechanism to support and enhance learning. They anticipated three to five assessment opportunities per semester and preferred feedback delivered through either cohort feedback or individual feedback channels. The most expected feedback type was general and facilitative elaborated feedback. Furthermore, students expected their learning outcomes to be evaluated using a criterion-referenced assessment approach. (2) Students with different personal factors and personality traits exhibited distinct expectations regarding certain aspects of blended learning.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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