The Impact of Learner Characteristics on Learning Performance in Hybrid Courses among Japanese Students

Abstract

To improve the integration of hybrid courses in university teaching, this study analysed the relationship between learner characteristics and the learning performance of 36 freshmen and 48 graduate students who participated in two 15-week hybrid courses. Learner characteristics, consisting of motivation, personality and thinking styles, were measured at the beginning and end of the term. Learning strategies and learners' evaluation of their e-learning experience were also measured. Additional data was collected from the number of days attended, the number of modules completed, and test scores. Master students' evaluation of their e-learning experience increased significantly throughout the course. Conscientiousness correlated positively with the number of e-learning modules completed by master students (r=0.35), suggesting a better understanding of the benefits of e-learning as more motivated students use e-learning experience effectively. For bachelor students, the number of online modules completed correlated with both intrinsic and extrinsic motivation. These results suggest that understanding the benefits of e-learning and learner characteristics, and knowing how to work with e-learning content, could provide the keys for promoting success in online learning.