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An investigation of individual difference factors in online instruction

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2006
Yılmaz, Kıvanç
This thesis study analyzed the individual difference factors affecting the success of online instruction. The factors that were examined are mastery goal orientation, learning self efficacy, and conscientiousness. The success of online instruction was examined in terms of the knowledge and skill acquisition during training, the practice level, and program completion rate. To investigate the effects of the hypothesized factors, an online instruction program on time management, fast and effective reading, and memory skills was developed and administered to a sample of college students. Results showed that the developed online instruction program improved time management knowledge and fast reading skills of participants. Additionally, conscientiousness was found to predict the program completion rate. On the other hand, results failed to support the suggestions that mastery goal orientation would predict the undertaken practice level and the improvements in knowledge and skill levels. The proposed predictive relationships between learning self-efficacy and practice level as well as between conscientiousness and practice level were not supported either. Finally, the claim that completing the training program would improve the learning self efficacy of the participants was not supported.