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Journal Issue
Volume 18 Issue 6 / Dec 2020  pp462‑574

Editor: Heinrich Söbke, Marija Cubric

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Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway  pp462‑475

Krystyna Krzyszkowska, Maria Mavrommati

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Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide  pp476‑493

Kerry Adzima

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Leveraging MoyaMA, WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e‑Learning University  pp494‑515

Chaka Chaka, Tlatso Nkhobo, Mirriam Lephalala

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Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches  pp516‑524

Malek Jdaitawi

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Students’ Creativity in Virtual vs. Classroom Courses on the Basis of Their Personality Traits: A Prediction Study  pp525‑536

Yasamin Abedini

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Abstract

The present study aims to compare the creativity of students in virtual and classroom courses at University of Isfahan and study its prediction based on the personality traits of these students. The statistical population of the study consisted of all faculty members and students at University of Isfahan in academic year 2017‑2018. Among them, 150 subjects were selected using Morgan Table and random sampling method. The data collection was done through Abedi’s Creativity Questionnaire (1993) and Costa and McCrae Personality Questionnaire (1992). Data were analyzed by T‑test for independent groups, Pearson correlation coefficient and multiple regression analysis. Results show that there is a significant difference in creativity scores of students attending virtual courses and those attending classroom courses, as well as between female and male students. However, the relationship between personality traits and creativity was significantly stronger among classroom students than the virtual students, and these traits were better predictors of creativity in classroom students than in virtual students. Based on findings, it can be concluded that more usage of the information and communication technologies such as internet, wireless networks, cell phone, etc.(ICTs) by virtual students not only increases their creativity, but also, as an important environmental and intrapersonal factor, affects the relationship between personality traits and creativity among these students and weakens it. This finding shows the great role of acquisitive‑digital factors in students’ creativity. 

 

Keywords: creativity, personality traits, students, virtual courses, gender differences

 

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EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia  pp537‑549

Rastislav Metruk

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Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom  pp550‑561

Tristan Cui, Andrew Coleman

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The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching  pp562‑574

Charalampos Apostolou

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