Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students

Murphy, Laurie; Eduljee, Nina B.; Croteau, Karen A.; Parkman, Suzanne

doi:10.46328/ijres.v6i1.690

Cited by 15 publications

(8 citation statements)

References 17 publications

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“…However, based on the 3P theory, the preparation variables in presage phase also include other learning quality such as expectations, and classroom climate and the preparation variables in process phase also include learning strategies such as deep learning or rote. As frequently examined in the 3P teaching and learning model-related empirical literature, more preparation variables may join force with relevant preparation variables above to influence learning achievement [ 140 – 143 ]. Future research needs to incorporate more variables to examine the adaptation of 3P theory model in the environment of EFL blended teaching.…”

Section: Discussionmentioning

confidence: 99%

The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods

Hua¹,

Wang

2023

PLoS ONE

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The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese university students (male: N = 447; female: N = 495) participated in a survey and completed electronic questionnaires on EFL-related academic self-concept, learning engagement, academic procrastination, and learning achievement. The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that both students’ academic self-concept and course experience directly and positively predicted their English learning achievement. Moreover, students’ academic self-concept of learning achievement was partially mediated by learning engagement and academic procrastination, whereas the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. After discussing these findings, suggestions as well as limitations for future studies will be given.

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Section: Discussionmentioning

confidence: 99%

The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods

Hua¹,

Wang

2023

PLoS ONE

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“…However, according to Biggs’ learning process theory, the presage factors include other aspects, such as prior knowledge and motivation ( Biggs, 1993 ). These variables may jointly influence learning outcomes with learning experience ( Gentrup et al, 2020 ; Murphy et al, 2020 ; Brod, 2021 ). Future research should combine these variables to test the adaptability of Biggs’ learning process theory model in blended learning environments.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach

Hua,

Wang,

2024

Front. Psychol.

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IntroductionWith the rapid development of technology and the evolution of educational ideas, the blended learning model has become the new norm in higher education. Therefore, based on Biggs’ learning process theory, this study aims to investigate the relationships between learning experience, learning approaches, and learning satisfaction of university students within the Chinese blended learning context to explore the dynamic process and mechanism of blended learning.MethodsThe Chinese modified versions of the Self-Rating Scale of Self-Directed Learning, the Course Experience Questionnaire, and the Revised Study Process Questionnaire were administered to 939 Chinese university first-grade students (444 men, 495 women). The data were analyzed by using the covariance-based structural equation modeling (CB-SEM) technique.ResultsThe results demonstrated that, among Chinese university students, there were significant correlations between the self-directed learning experience, the course experience, the deep learning approach, the surface learning approach, and learning satisfaction. Additionally, the learning approaches mediated the association between the self-directed learning experience and learning satisfaction and between the course experience and learning satisfaction.ConclusionThis study provides insight into the facilitative effect of university students’ self-directed learning experience and course experience on their learning satisfaction and how this effect is triggered through the mediating role of different learning approaches with the blended learning context. This study shows the learning behaviors and psychology in a blended learning environment, thus revealing the new learning characteristics of university students by integrating the self-learning characteristics of blended learning into the framework of learning process theory. The findings contribute to assisting blended learning providers in delivering targeted interventions to enhance students’ learning satisfaction.

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“…Specifically categorizing individuals as introverts if they prefer to place greater attention on and receive energy from spending time in the inner world of images and ideas versus extroverts in the outer world of things and people [11]. To our knowledge, the relationship between MBTI introversion vs. extroversion as it relates to students' preferences in lecture modality has not been thoroughly examined in medical students, aside from questionnaires to determine broader relationships between personality traits and learning styles [13,14].…”

Section: Personality Typementioning

confidence: 99%

The Association Between Distance Learning, Stress Level, and Perceived Quality of Education in Medical Students After Transitioning to a Fully Online Platform

Altaf¹,

Kling²,

Hough³

et al. 2022

Cureus

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Background: Before COVID-19, preclinical medical students traditionally attended didactic lectures in inperson settings. Due to social distancing, students were required to switch to online meeting platforms, such as Zoom. For medical students accustomed to in-person interactions, these changes may add more stress to the already stressful medical school experience. Furthermore, it was unclear if students' stress levels were related to their preference for one learning modality over another. The purpose of this study was thus to explore associations between lecture modality (synchronous Zoom lectures versus live, in-person lectures) and stress in second-year medical students after they transitioned from a face-to-face learning experience to a fully online lecture platform.Methodology: Cross-sectional data were collected from 112 second-year medical students enrolled in a large U.S. medical school using an anonymous questionnaire delivered electronically via social media and emails. The survey contained items pertaining to students' attitudes towards different types of lecture modalities and how they relate to personal stress. Descriptive data and Spearman's rank correlation tests were conducted using IBM Corp. Released 2020. IBM SPSS Statistics for Windows, Version 27.0. Armonk, NY: IBM Corp.Results: This study examined correlations between preclinical medical school lecture delivery and personality type, stress levels, attendance, and burnout. Overall, no significance was found between mode of delivery and personality type. On the other hand, the mode of delivery significantly affected stress levels, attendance, and burnout. Moderate to strong correlations were found between the item "Zoom lectures have reduced stress compared to in-person lectures" and preference for Zoom, quality of education using Zoom compared to the in-person lectures, belief that Zoom lectures should continue as part of the curriculum delivery method, staying motivated with lectures fully online with Zoom, and liking that Zoom lectures save commute time to campus.Conclusions: Findings suggest that a fully online curriculum may play a role in reducing stress in medical students without compromising the quality of education.

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Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students

Cited by 15 publications

References 17 publications

The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods

The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods

The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach

The Association Between Distance Learning, Stress Level, and Perceived Quality of Education in Medical Students After Transitioning to a Fully Online Platform

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