Effects of blended learning on students’ personality

Question: Provide synthesis, gather all information and explain it, and provide conlusion: 

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Effects of blended learning on students’ personality

According to Google’s definition of “personality”, it is the combination of traits, qualities or characteristics that define an individual’s distinct identity. Personality incorporates all the major traits, interests, self-perception, capabilities and emotional patterns (APA, n.d.). Despite the multiple theories that had different interpretations about the structure and development of personality, they can all concur that personality influences one’s behavior. A person’s personality can also have an effect on their learning style and play an important role in one’s academic achievement (Keshavarz, 2019). Studies concluded that students’ characteristics have shown a positive effect in blended learning and have met expectations when it comes to activities involving participation, blended learning also allowed students to repeat and resume lessons without pressure. (Falah, 2022).

In accordance with multiple studies, there is a significant relationship between blended learning and the students’ personality traits. This includes the students’ insights or attitudes towards blended learning, their self-control and their technology aptitudes because these are significant to their satisfaction and motivations towards blended learning. (Kintu and Zhu, 2016)

In Yulianti and Sulistiyawati’s study (2020), blended learning is effective in developing student character. Enthusiasm towards learning can sometimes result in achievement anxiety which can motivate them to study (Kommaraju et al., 2009). It was also stated that the technologies that provide real-time online communication promote social presence, which enhances the students’ engagement and learning (Graham, 2006; Lim, Morris, & Kupritz, 2007; López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011). Through the learning management systems (LMS), the students may positively gain confidence and willingness to learn (Coates, James, & Baldwin, 2005). However, because blended learning differs from face-to-face learning, concerns have been devoted to how this affects the students’ motivation to learn through this method and also due to the high attrition rates this method has received. (Chen & Jang, 2010). Blended learning can also support students’ emotional and social demands (Velasquez 2013). The success and withdrawal rates in-person and online courses are contrasted with those who use blended learning as they relate with the minority status (Dziuban 2018). Studies shown in several studies that blended learning made students more committed, enhanced in conversation, and promoted online relationships (Yu, 2021).