Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors

Purpose: Online learning has become more popular than ever in higher education owing to the COVID-19 pandemic. However, this has also intensified students' propensity to engage in cyberslacking behaviour during online classes without the physical presence of instructors to monitor their behavio...

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Main Authors: Koay, K.Y., Poon, W.C.
Format: Article
Published: 2022
Online Access:http://scholars.utp.edu.my/id/eprint/33919/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129754552&doi=10.1108%2fJARHE-11-2021-0437&partnerID=40&md5=73d18d2f39b67ffa3795ed1a3fde4afb
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Institution: Universiti Teknologi Petronas
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spelling oai:scholars.utp.edu.my:339192022-12-20T03:50:25Z http://scholars.utp.edu.my/id/eprint/33919/ Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors Koay, K.Y. Poon, W.C. Purpose: Online learning has become more popular than ever in higher education owing to the COVID-19 pandemic. However, this has also intensified students' propensity to engage in cyberslacking behaviour during online classes without the physical presence of instructors to monitor their behaviour. Hence, this research aims to investigate the association of the Big Five personality traits and situational factors with students' cyberslacking behaviour during online classes. Design/methodology/approach: A self-administered survey questionnaire was distributed to current university students undertaking online modules this semester. In all, 194 completed surveys were obtained for further analysis. Findings: The results reveal that extraversion, conscientiousness, neuroticism and apathy towards course material have a significant association with at least one of the cyberslacking dimensions (sharing, shopping, real-time updating, accessing online content and gaming/gambling). However, agreeableness, intellect/imagination and class engagement are found to have no significant association with all the dimensions of students' cyberslacking behaviour during online classes. Originality/value: This study fills the research gaps by empirically testing the association of the Big Five personality traits and situational factors with students' cyberslacking behaviour in e-learning environments. Several limitations and future research are also discussed. © 2022, Emerald Publishing Limited. 2022 Article NonPeerReviewed Koay, K.Y. and Poon, W.C. (2022) Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors. Journal of Applied Research in Higher Education. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129754552&doi=10.1108%2fJARHE-11-2021-0437&partnerID=40&md5=73d18d2f39b67ffa3795ed1a3fde4afb 10.1108/JARHE-11-2021-0437 10.1108/JARHE-11-2021-0437 10.1108/JARHE-11-2021-0437
institution Universiti Teknologi Petronas
building UTP Resource Centre
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Petronas
content_source UTP Institutional Repository
url_provider http://eprints.utp.edu.my/
description Purpose: Online learning has become more popular than ever in higher education owing to the COVID-19 pandemic. However, this has also intensified students' propensity to engage in cyberslacking behaviour during online classes without the physical presence of instructors to monitor their behaviour. Hence, this research aims to investigate the association of the Big Five personality traits and situational factors with students' cyberslacking behaviour during online classes. Design/methodology/approach: A self-administered survey questionnaire was distributed to current university students undertaking online modules this semester. In all, 194 completed surveys were obtained for further analysis. Findings: The results reveal that extraversion, conscientiousness, neuroticism and apathy towards course material have a significant association with at least one of the cyberslacking dimensions (sharing, shopping, real-time updating, accessing online content and gaming/gambling). However, agreeableness, intellect/imagination and class engagement are found to have no significant association with all the dimensions of students' cyberslacking behaviour during online classes. Originality/value: This study fills the research gaps by empirically testing the association of the Big Five personality traits and situational factors with students' cyberslacking behaviour in e-learning environments. Several limitations and future research are also discussed. © 2022, Emerald Publishing Limited.
format Article
author Koay, K.Y.
Poon, W.C.
spellingShingle Koay, K.Y.
Poon, W.C.
Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors
author_facet Koay, K.Y.
Poon, W.C.
author_sort Koay, K.Y.
title Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors
title_short Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors
title_full Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors
title_fullStr Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors
title_full_unstemmed Students' cyberslacking behaviour in e-learning environments: the role of the Big Five personality traits and situational factors
title_sort students' cyberslacking behaviour in e-learning environments: the role of the big five personality traits and situational factors
publishDate 2022
url http://scholars.utp.edu.my/id/eprint/33919/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129754552&doi=10.1108%2fJARHE-11-2021-0437&partnerID=40&md5=73d18d2f39b67ffa3795ed1a3fde4afb
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