מהו תפקידן של תכונות אישיות הסטודנט בהתנגדות לטכנולוגיות למידה?

In the last few decades innovative technologies have widely integrated in higher education.
Despite the potential benefits of online learning, some students express resistance to adopting
new methods of learning in higher education (Chesney & Benson, 2012). The reasons for
students resistance to using learning technologies have been investigated to some extent (e.g.,
Barak, 2018), but no comprehensive research has been conducted on student personality traits
that may affect resistance to technology integration and the intentions to use it. This study
examines two factors that may influence the intention to take an online (instead of offline)
course: personal traits and resistance to adoption of learning technologies. The study will
focus on examining the impact of two personal characteristics from the "Five-Factor Model"
(Costa & McCrae, 1992): "openness to experience" and "neuroticism", because both of these
dimensions have an important impact on resistance to innovation (Oreg, 2003) and thus, may
affect the decision to adopt innovative learning technology. The research results will
contribute to understanding the reasons for resistance to the adoption of new learning
technologies and specifically the intentions to study an online course, with emphasis on
personal factors. The study will empirically examine the relationships between these
variables using a mediation-moderation path model. In addition, this work will help teaching
teams in academia to understand the interplay between students personality traits and
educational processes that influence student intentions to adopt learning technologies.