Relationships Between Learners’ Personality Traits and Transactional Distance within an e-Learning Environment

This paper analyzes a quantitative research study on the association between Five-Factor Model personality traits, transactional distance, and analytics of transactional distance in e-learning environment. The study examines the relationship between transactional distance and personality traits in an asynchronous video e-learning environment. The research questions, methodology, data collection approach, and data analysis approach are discussed in detail. The study is important in understanding how to align different learning environments for individuals with different personalities to maximize learning.

Running Head: HEALTH CARE 1
Strategic Points for the Prospectus, Proposal, and Dissertation
Author's Name
Institutional Affiliation
Introduction

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The paper makes an analysis of the given quantitative
research study –“ Relationships Between Learners’
Personality Traits and Transactional Distance within an e-
Learning Environment” based on the 10 strategic points.
Article
Citation
Casteel, B.A. (2016). Relationships Between Learners’ Personality Traits and
Transactional Distance within an e-Learning Environment. Grand Canyon
University, 1(1), 1–259.
Point Description Location
(Page #)
Broad Topic
Area The main focus of the topic covers the association between
FFM personality traits, transactional distance and analytics of
transactional distance in e-learning environment. A quantitative
correlational study is carried out online using an interactive
course. The relationship between transactional distance and
Five- Factor Model personality traits in an synchronized video e-
learning environment.
140
Lit Review The author examines the earlier experiential studies on
personality traits, transactional distance plus the prognostic of
transactional distance. The subject is useful particularly when
discussing research questions and to demarcate the research
scope. The constructivist themes with a emphasis on interaction
and psychological constructs are common to Active learning
theories and Transactional Distance Theory.
Problem
Statement
The author understands the narrow comprehension of the
influence of personality traits, transactional distance and
predictive of transactional distance. It was not understood earlier
if personality traits correlate with a learner’s apparent
transactional distance and to what degree. Thus, the awareness’
helps top narrow down the research scope and help address the
issue of how to align the diverse learning environments for
individuals with different personality and match the learner with
the suitable learning environments to maximize learning.

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Research
Questions
The author has used two Research questions to demonstrate the
relations between the variables under study; personality traits,
transactional distance and predictive of transactional distance in
e-learning environment.
RQ1: Is there a important correlation between Five-Factor
Model personality traits and transactional distance within the
asynchronous video-based e-learning environment?
RQ2: Which personality traits forecast transactional distance as
explored with regression analysis within the asynchronous
video-based e-learning environment?
Sample There were of 98 online participants in the study research. The
individuals who are eighteen years of age or older were
involved in the study
Describe
Phenomena
(qualitative) or
Define
Variables/
Hypotheses
(quantitative)
The author presented the connection between learning and how
to get information using the three-theoretical framework on e-
learning; transactional distance, personality traits and predictive
of transactional distance in learning. The Grounded theory is
used in the qualitative design and it helps the author to
hypothesize interactions in the variables based on the thoughts
and opinions of the participants in the research. Big Five
Inventory measured the FFM personality traits of Extroversion,
Agreeableness, Openness, Conscientiousness, and Neuroticism.
Structured Component Evaluation Tool is used to measure the
Transactional distance.
Methodology &
Design
The qualitative method approach with a correlational design is
used in the research together with inductive analysis. This
approach is member friendly and thus one can expect better in
terms of research expectations and results.
Purpose
Statement
The purpose statement restricts the precise area of the research
and integrates the foundation for the study. The aim of the
quantitative correlational study is to inspect the association
between FFM personality traits and perceived transactional
distance for learners in an asynchronous video-based e-learning
environment
Data Collection
Approach
As the research study makes use of questionnaire, it is useful in
gathering data from the online participants. Quantitative
methodology with a correlational design was used in the study.

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The data was based on the completion of the Big Five Inventory,
three modules of a video-based communications course, and the
Structure Component Evaluation Tool (SCET), a measure of
transactional distance (TD) which were completed by the
participants. The high scores specify the small or the more
desirable transactional distance. Pearson correlation analysis
measured the relationship and Openness and Extroversion.
Data Analysis
Approach
The author uses analytic programs such as Regression analysis
to examine the data. The Openness and Extroversion numbers
exhibit significant positive correlations with SCET scores. thus,
the transactional distance decreased with the strength of these
personality traits. Pearson correlation analysis was employed for
the first research question and regression analysis was used for
the second. research question. The personality traits were
predictive of TD, Extroversion and Openness and explained
transactional distance variance independently. thus, the
instructional designers must consider the importance of
personality traits when creating and planning video-based
instructional material. SPSS provided descriptive statistics for
demographics and variables. Other comparisons such as
ANOVA were used to address issues beyond the research
questions.
Evaluation
The purpose of the research study was to inspect the association present between personality
traits and the learner’s outcomes in a specific learning setting. The subject is important as while
the relationship between personality traits of the learner and his outcomes has been established
in earlier studies, the extent of the relationship had not been examined before and for the
asynchronous video e-learning environment based on Factor Model personality traits. Various
variables such as the transaction distance, learning outcomes, behavior and interactions are
included in the study. The research questions are presented in detail and offer a good overview
of the problem. Personal traits and transactional distance are the variables under study and these
variables were used to define the level or degree of the connection between the personal traits of
one in the evidence of transactional distance within a video–based eLearning condition. It is
observed that the variables were used in the development of the hypothesis, that is the outcome
on personal behavior because of the transactional distance. As the variables use used in the
development of the research questions and the hypothesis statements, they are seen as the key
component of the quantitative research. Those hypothesis problems form the foundation of the
objective of the research. The results at the end of the research can help regulate if there is a
link between the two variables. The variables and their nature control the data collection
methods. Thus, due to the nature of the variables there is a need for the questionnaires and

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interviews. The variables and the hypothesis statements play an important role in addressing the
problem.
References
Casteel, B.A. (2016). Relationships Between Learners’ Personality Traits and Transactional
Distance within an e-Learning Environment. Grand Canyon University, 1(1), 1–259.