PERSONALITY TYPE AND ITS RELATIONSHIP TO DISTANCE EDUCATION STUDENTS' COURSE PERCEPTIONS AND PERFORMANCE Export

@article{citeulike:258927, abstract = {This one-shot case study of 39 graduate students in a distance education course explored the relationships between students' course perceptions and performance, based on their Myers-Briggs Type Indicator personality preferences. Perceptions of instructional technique used by the distance instructor were strongly correlated to the students' course grade and overall grade point average for the following personality types: extravert, introvert, intuitive, sensing, feeling, and judging. Of the MBTI type preferences, only thinking and perceiving types showed no significant correlations between course perceptions and performance indicators. Findings from this study indicate that performance outcomes for distance education students may be closely related to course perceptions as a function of personality type preference.}, author = {Irani, Tracy and Telg, Ricky and Scherler, Christi and Harrington, Michael}, citeulike-article-id = {258927}, citeulike-linkout-0 = {http://search.epnet.com/login.aspx?direct=true&db=aph&an=12620968}, comment = {RQ: What is the importance of individual differences on distance education outcomes? Most early studies examined demographic differences only. Clearly, MB is one of the "determining factors" (p.446) and most studied aspects of learning - BUT MB EXAMINES PERSONALITY DIFFERENCES NOT LEARNING CONCEPTIONS. MB: Extrovert/Introvert; Sesning/Intuition; Thinking/Feeling; Judgement/Perception Of these Sensing/Intuition are viewed as most important for determing educational outcomes: Sensing favor collabrative appraoches and Intuition favors Objective approaches Study examined correlations between MB types (16) and perceptions of distance learning course along with grade. Findings indicate significant correlations between MB personality types and perceptions of Instructional Technique, Level of Social Interaction and Course Management which were correlated with course grade, but not equally, thus suggesting that these personality factors do have a differential effect on learning outcomes (though in this study only indirectly) on learning outcomes. }, journal = {Quarterly Review of Distance Education}, keywords = {criticism, gap, learning\_styles, review}, number = {4}, pages = {445--453}, posted-at = {2005-07-18 21:20:42}, priority = {0}, title = {PERSONALITY TYPE AND ITS RELATIONSHIP TO DISTANCE EDUCATION STUDENTS' COURSE PERCEPTIONS AND PERFORMANCE}, url = {http://search.epnet.com/login.aspx?direct=true&db=aph&an=12620968}, volume = {4}, year = {2003} }

TY - JOUR ID - citeulike:258927 L3 - citeulike-article-id:258927 N2 - This one-shot case study of 39 graduate students in a distance education course explored the relationships between students' course perceptions and performance, based on their Myers-Briggs Type Indicator personality preferences. Perceptions of instructional technique used by the distance instructor were strongly correlated to the students' course grade and overall grade point average for the following personality types: extravert, introvert, intuitive, sensing, feeling, and judging. Of the MBTI type preferences, only thinking and perceiving types showed no significant correlations between course perceptions and performance indicators. Findings from this study indicate that performance outcomes for distance education students may be closely related to course perceptions as a function of personality type preference. IS - 4 JF - Quarterly Review of Distance Education EP - 453 TI - PERSONALITY TYPE AND ITS RELATIONSHIP TO DISTANCE EDUCATION STUDENTS' COURSE PERCEPTIONS AND PERFORMANCE VL - 4 SP - 445 KW - criticism KW - gap KW - learning_styles KW - review N1 - RQ: What is the importance of individual differences on distance education outcomes? Most early studies examined demographic differences only. Clearly, MB is one of the "determining factors" (p.446) and most studied aspects of learning - BUT MB EXAMINES PERSONALITY DIFFERENCES NOT LEARNING CONCEPTIONS. MB: Extrovert/Introvert; Sesning/Intuition; Thinking/Feeling; Judgement/Perception Of these Sensing/Intuition are viewed as most important for determing educational outcomes: Sensing favor collabrative appraoches and Intuition favors Objective approaches Study examined correlations between MB types (16) and perceptions of distance learning course along with grade. Findings indicate significant correlations between MB personality types and perceptions of Instructional Technique, Level of Social Interaction and Course Management which were correlated with course grade, but not equally, thus suggesting that these personality factors do have a differential effect on learning outcomes (though in this study only indirectly) on learning outcomes. AU - Irani, Tracy AU - Telg, Ricky AU - Scherler, Christi AU - Harrington, Michael PY - 2003///Winter UR - http://search.epnet.com/login.aspx?direct=true&db=aph&an=12620968 ER -