Teachers College Record Volume 107, Number 8, ISSN 0161-4681
This study explores how adults learn from asynchronous written dialogue through the lens of psychological type preferences. We asked participants to discover their dominant and auxiliary psychological preferences using the Personal Empowerment through Type inventory. Participants then completed an open-ended survey in which they described their experiences with learning through asynchronous written dialogue. The study shows that participants differed in their responses to online learning as reflected in their sense of enjoyment and their participation in the environment and in the quality of their learning experience. We observed that these differences were associated with psychological type preferences, along with the perceived interactions with the instructors and peers in the learning community. The connections between psychological type and asynchronous written dialogue are discussed.
Lin, L., Cranton, P. & Bridglall, B. (2005). Psychological Type and Asynchronous Written Dialogue in Adult Learning. Teachers College Record, 107(8), 1788-1813. Retrieved January 17, 2019 from https://www.learntechlib.org/p/98392/.
Peter Albion & Ronel Erwee, University of Southern Queensland, Australia
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 82–89
Peter Albion, University of Southern Queensland, Australia
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 5100–5107
Trish Steinbrecher, University of Kansas, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4341–4347
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