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A factorial ANOVA tests main effects of high and low levels of each personality trait and four discipline clusters on teaching, cognitive, and social presences. Using a non-experimental design, data are collected from 12 lecturers and 408 students across three institutions. Results show significant teaching-presence differences for conscientiousness and social-presence differences across five traits, with no cognitive-presence differences across discipline clusters.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-analysis-of-discipline-and-personality-in-blended-environments/598190/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-analysis-of-discipline-and-personality-in-blended-environments/598190.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which framework guides the study of blended learning presences?","Question",{"text":112,"@type":113},"The study uses the Community of Inquiry (CoI) framework, focusing on teaching, cognitive, and social presences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the interaction between discipline and personality analyzed?",{"text":117,"@type":113},"A factorial ANOVA is used to test main effects of personality trait levels and four discipline clusters on the three CoI presences.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about teaching, cognitive, and social presence?",{"text":121,"@type":113},"Teaching presence differed for conscientiousness across specific hard/soft discipline groupings, and social presence differed across all five personality traits for particular discipline comparisons. Cognitive presence showed no significant differences across discipline clusters.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598190,1792123980,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 4 6 (1) | Winter/ Hiver 2020 |\n| --- | --- |\n\nAn Analysis of Discipline and Personality in Blended Environments: Do they Interact Differently in the Teaching, Cognitive, and Social Presences?  \nUne analyse de la discipline et de la personnalité dans des environnementshybrides: Interagissent-ils différemment dans les présences enseignante, cognitive et sociale?  \nChan Chang-Tik, Monash University Malaysia  \nAbstract  \nThe purpose of this study is to investigate the interaction between discipline and personality in a blended classroom using the community of inquiry model. To this end, a factorial ANOVA is used to determine the main effects of the high and low of each personality trait as well as the four different clusters of discipline on the presences. The study used a non-experimental design to gather data. A total of 12 lecturers and 408 students from three institutions were involved. The results indicate that there is a significant difference in teaching presence between the hardapplied and hard-pure as well as the hard-applied and soft-pure disciplines for only for the conscientiousness personality. Accordingly, there is a significant difference in social presence between the hard-applied and soft-pure disciplines across all the five personality traits. However, there is no significant difference in cognitive presence for all the discipline clusters across all the personality traits.  \nKeywords: community of inquiry; student’s personality; discipline; blended learning; studentcentred teaching  \nRésumé  \nL'objectif de cette étude est d'étudier l'interaction entre la discipline et la personnalité dans une classe hybride en utilisant le modèle de la communauté d'apprentissage. À cette fin, une ANOVA factorielle est utilisée pour déterminer les principaux effets du haut et du bas de chaque trait de personnalité ainsi que des quatre différents groupes de discipline sur les présences.  \nL'étude a utilisé un modèle non expérimental pour recueillir les données. Au total, 12 professeurset 408 étudiants de trois institutions ont participé à l'étude. Les résultats indiquent qu'il y a une  \nCJLT/RCAT Vol. 46 (1)  \ndifférence significative dans la présence d'enseignante entre les disciplines dures appliquées et les disciplines dures-pures ainsi que les disciplines dures appliquées et celles douces-puresseulement pour la conscience de la personnalité . En conséquence, il existe une différence significative dans la présence sociale entre les disciplines dures appliquées et les disciplines douces-pures pour les cinq traits de personnalité . Cependant, il n'y a pas de différence significative dans la présence cognitive pour tous les groupes de disciplines sur l'ensemble des traits de personnalité .  \nIntroduction  \nAlthough there is significant empirical research on online and blended learning effectiveness using the community of inquiry (CoI) framework, developed by Garrison, Anderson, and Archer (2000), nearly all have been conducted in the West (VasilevaStojanovska, Malinovski, Vasileva, Jovevski, & Trajkovik, 2015), and almost none involved countries in Southeast Asia. This paper provides a descriptive content analysis of discipline and personality in blended environments in Malaysia to gain more insights into the theoretical and empirical arguments behind them. In other words, the current study purports to determine how discipline and personality interact in the teaching, cognitive, and social presences ofthe CoI framework. To achieve the three presences in blended learning environments, students need to alter their mindset to be self-learners and to accommodate lifelong learning strategies. They need to work in a group to collaborate and to tap into each other’s strengths to acquire knowledge and skills. There is also a requirement to carry out self-and peer-assessments for self-improvement and to provide mutual support. However, in Malaysia, students still cling firmly to lessons delivered by lecturers, and find it hard to ","cbCaieSb9fhmY8SI","https://ap.wps.com/l/cbCaieSb9fhmY8SI","pdf",112342,"English","# Abstract\n# Introduction\n## Background and research gap\n## Malaysia Education Blueprint context\n## Aim and framework (CoI presences)","[{\"question\":\"Which framework guides the study of blended learning presences?\",\"answer\":\"The study uses the Community of Inquiry (CoI) framework, focusing on teaching, cognitive, and social presences.\"},{\"question\":\"How is the interaction between discipline and personality analyzed?\",\"answer\":\"A factorial ANOVA is used to test main effects of personality trait levels and four discipline clusters on the three CoI presences.\"},{\"question\":\"What were the key findings about teaching, cognitive, and social presence?\",\"answer\":\"Teaching presence differed for conscientiousness across specific hard/soft discipline groupings, and social presence differed across all five personality traits for particular discipline comparisons. Cognitive presence showed no significant differences across discipline clusters.\"}]","An Analysis of Discipline and Personality in Blended Environments | PDF",1792086456,48]