A Comparative Study of Social, Emotional and Personality Characteristics of Students in Online and Face-to-Face Education System

Abstract

This study aims to compare the personality and social- and emotional characteristics of learners studying in online and face to face education system through a quantitative cross-sectional approach. The tsudy was based on PERMA model of well-being and the big five personality traits. Fifty undergraduate students from different universities participated in this study and submitted their response on the PERMA profiler and big five ınventory-44 questionnaires. SPSS descriptive statistics, independent sample t-tests, and correlation co-efficient were used to analyze the data. Students studying in physical classrooms scored significantly higher on the positive emotion, engagement, and relationships dimensions of the PERMA Profiler, which reflected social connection and emotional regulation. In contrast, online learners scored higher on neuroticism and lower on agreeableness. However, online learners also scored significantly higher on the self-regulation aspect of Seligman’s positive relationships criterion, suggesting that these students may be more independent and better adjusted. The study recommends designing online and offline learning experiences through a hybrid system that supports students’ social, emotional, and physical well-being. Cultural influences should also be considered when designing curricula that promote emotional, social and intellectual development of students.