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This article is based off of the authors survey of students in a MOOC and a blended-learning course in Introductory Psychology about various personality characteristics that they believed could influence course performance. The results indicate that students in the MOOC versus blended-learning course exhibit different personality traits, and that these traits are associated with MOOC but not blended-learning course performance. These findings have important implications for fine tuning online teaching techniques to the personality types of the learners, which could improve course performance.<\/jats:p>","DOI":"10.4018\/ijopcd.2018040102","type":"journal-article","created":{"date-parts":[[2018,2,16]],"date-time":"2018-02-16T13:40:13Z","timestamp":1518788413000},"page":"16-28","source":"Crossref","is-referenced-by-count":1,"title":["Student Personality Characteristics Differ in MOOCs Versus Blended-Learning University Courses"],"prefix":"10.4018","volume":"8","author":[{"given":"Ada","family":"Le","sequence":"first","affiliation":[{"name":"Department of Psychology, University of Toronto Scarborough, Toronto, Canada"}]},{"given":"Cho Kin","family":"Cheng","sequence":"additional","affiliation":[{"name":"Department of Psychology, University of Toronto Scarborough, Toronto, Canada"}]},{"given":"Steve","family":"Joordens","sequence":"additional","affiliation":[{"name":"Department of Psychology, University of Toronto Scarborough, Toronto, Canada"}]}],"member":"2432","reference":[{"key":"IJOPCD.2018040102-0","author":"I. 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