In order to explore the relationships among learning achievement, personality characteristics and learning context, and to test what kind of personality characteristics are suitable for what kind of learning situation, an experimental study was conducted on 45 college students (24 women, 21 men) in China. Participants were randomly assigned to 6 days of instruction in one of three learning situations: traditional classroom, online learning, and flipped classroom (blended learning). Personality was assessed in terms of the Big Five traits, and achievement scores reflected learning of the course...
