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The aimsuccess of thislearning researchin wasan online environment can be related to examinesome thecharacteristics roleof teaching and stylespersonality of humor (affiliative, self-enhancing, aggressive, and self-defeating) that are represented among students and teachers at the University of Applied Sciences Ivanić-Grad and to see if they depend on gender, age, subject areatraits of the teacherstudents. Therefore, two research questions were posed: 1. What are the advantages of instruction in an online environment from the point of view of students with different personality traits (extraversion/introversion and the selectedneed studyfor program.cognition)? 2. What are the disadvantages of instruction in an online environment from the point of view of students with different personality traits (extraversion/introversion and the need for cognition)?
The participants were 256 students from Zagreb and Zadar (79% female, average age: 25). Quantitative and qualitative methodology was used. The researchparticipants was conducted throughcompleted an online questionnaire onthat acontained samplethe ofExtraversion 100scale, respondentsthe (66Need studentsfor Cognition Scale, and 34two teachers). The Humor Styles Questionnaire (HSQ) was used. Open-open-ended questions wereabout alsothe implementedadvantages and disadvantages of instruction in thean questionnaireonline inenvironment. order to determine their viewsBased on the roledata offrom humorthe inpersonality teaching.scales, the participants were divided into four groups: 1. high introversion (n = 43), 2. high extraversion (n = 44), 3. low need for cognition (n = 37) and 4. high need for cognition (n = 42). The results of the researchthematic showanalysis within these groups showed that introverted students and students with a high need for cognition highlighted the self-enhancingindependent styleorganization of humortime isand the mostavailability prevalentof amonglecture bothrecordings teachersas advantages. Extraverted students highlighted fewer opportunities to participate in classes, to communicate with professors, and students,lack whileof direct contact as disadvantages. Students with a high need for cognition pointed out lower quality of instruction, less opportunity to discuss and communicate with professors as disadvantages, which resulted in lower engagement and motivation of these students. The results are in accordance with the self-defeatingtheoretical style of humor is the least prevalent. A comparison by genderframework and agehave showspractical that female students under the age of 20 use an aggressive style of humor significantly more than students in general. Also, a significant differenceimplications in the usecontext of self-defeating style of humor was observed between teachers over 30 and students under 20, while there was no significant difference between the other groups. Teachers of professional subjects differ significantlyteaching in theiran useonline of self-enhancing, aggressive and self-defeating humor styles from teachers of social subjects. Differences in the use of affiliative style of humor between the mentioned groups were not determined. There is no significant difference in humor styles between the students of professional undergraduate studies in Nursing and Physiotherapy and professional graduate studies in Prosthetics, Orthotics and Robotics. The respondents agree that the use of positive humor in class creates a pleasant atmosphere and increases the motivation to learn.environment.
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