With the tremendous growth in online classes and programs at institutions of higher education, conflicting claims are increasingly being made on media and blog sites about the personality types that are compatible with this new learning format. The relations between the Five Factor Model of Personality (FFM) and linguistic styles with measures of academic performance in fully online asynchronous classes were examined. Consistent with findings based on research in face-to-face classes, Conscientiousness, Openness to Experience, and Analytic Thinking were associated with academic success. There was no support for the views propagated on the internet that extraversion, introversion, or anxiety hinder or foster online learning. The most robust predictor of academic performance throughout the semester, independent of the personality variables, was the number of words students contributed to the online discussions. These finding are interpreted within the Community of Inquiry framework (CoI; Garrison, 2003) and future lines of research are suggested.

随着高等教育机构在线课程和计划的巨大增长，越来越多的媒体和博客网站提出与这种新的学习形式兼容的个性类型的相互矛盾的主张。在全在线异步课程中，研究了人格五因素模型（FFM）和语言风格与学业成绩之间的关系。与基于面对面课堂研究的发现相一致的是，尽职尽责，开放经验和分析性思维与学术成就相关。没有支持在互联网上传播的关于性格外向，性格内向或焦虑会阻碍或促进在线学习的观点的支持。整个学期中最有效的学习成绩预测指标，与人格变量无关，学生为在线讨论贡献的单词数。这些发现在社区研究框架内解释（CoI； Garrison，2003年），并提出了未来的研究方向。