Informed by the educational conditions shaped by the novel coronavirus pandemic and an increased reliance upon online learning solutions and technologies, this article examines the role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle on a socially distanced asynchronous university course in Japan. With a sample of 149 students the study adopts SEM path-analysis model testing procedures and shows that agreeableness and conscientious have positive direct effects on online academic self-efficacy in addition to positive indirect effects on the acceptance of Moodle. Moreover agreeableness and conscientious had an indirect effect on course achievement while none of the five-factor model personality traits had an influence on actual Moodle use. An improved respecified model further affirmed the importance of agreeableness and conscientious and their role in online academic self-efficacy, the acceptance and actual use of Moodle and course achievement outcomes. Fourteen percent of the observed variance in course achievement was explainable through the respecified model. The discussion highlights the implications to be drawn from the data in relation to the current educational landscape from the perspective of the educator.

受新型冠状病毒大流行所形成的教育条件以及对在线学习解决方案和技术的日益依赖的影响，本文探讨了人格特征和在线学术自我效能在 Moodle 的接受、实际使用和成就中的作用日本大学课程。该研究以 149 名学生为样本，采用 SEM 路径分析模型测试程序，结果表明，除了对 Moodle 的接受度有积极的间接影响外，随和和认真对在线学术自我效能有积极的直接影响。此外，随和和尽责对课程成绩有间接影响，而五因素模型人格特质中没有一个对实际使用 Moodle 有影响。改进的重新指定模型进一步肯定了随和和尽责的重要性及其在在线学术自我效能、Moodle 的接受和实际使用以及课程成绩结果中的作用。观察到的课程成绩差异中有 14% 可以通过重新指定的模型来解释。讨论突出了从教育者的角度从与当前教育格局相关的数据中得出的影响。