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Updated: Oct 15, 2025

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher
Meghan E Borg1, Kaitlyn M Butterfield1, Eileen Wood1
1Department of Psychology, Wilfrid Laurier University, 75 University Ave W, Waterloo, ON N2L 3C5 Canada.
Abstract:
Collaborative work is a critical component of active learning. Where in-person collaboration may not be possible, inclusion of online collaboration tools has become more prevalent. Previous studies have suggested that online collaboration is beneficial to overall learning outcomes; however, little research has investigated how differences in personality traits, such as extraversion and agreeableness, impact the benefits and effectiveness of collaborative learning, both through online (synchronous and asynchronous) and in-person platforms. In the present study, 360 (66.4% female) undergraduate students completed an online survey to assess perceptions of and beliefs about online synchronous, online asynchronous, and in-person collaboration in higher education with a focus on the impact of extraversion and agreeableness. Findings indicated that students had more experience and greater preference for online synchronous collaboration compared to online asynchronous collaboration; however, students believed that in-person collaboration was most effective. Both extraversion and agreeableness predicted positive beliefs about group work in both online and in-person settings but not uniformly. These findings support the use of online synchronous collaboration when in-person opportunities are limited; however, individual differences related to personality traits can differentially impact students' perceptions toward and actions within collaboration contexts.
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