Cooperative learning and personality types

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• 作者：Tisha L.N. Emerson^a ; ^{Tisha_Nakao@baylor.edu" class="auth_mail" title="E-mail the corresponding author} ; Linda English^a ; ^{Linda_English@baylor.edu" class="auth_mail" title="E-mail the corresponding author} ; KimMarie McGoldrick^b ; ^{kmcgoldr@richmond.edu" class="auth_mail" title="E-mail the corresponding author}
• 关键词：A2
• 刊名：International Review of Economics Education
• 出版年：2016
• 出版时间：January 2016
• 年：2016
• 卷：21
• 期：Complete
• 页码：21-29
• 全文大小：319 K

文摘

We examine whether student personality type helps explain differences in students’ course perceptions across sections that varied only in the usage of cooperative learning. We use the Myers Briggs Type Indicator to classify students based on their preferred ways to take in information. We then compare the perceptions of students engaged in cooperative learning with perceptions of students engaged in independent problem-solving for each personality type. Despite the less positive impression of some personality types regarding cooperative learning activities, we find that these activities facilitated increased interaction among certain types of students who might not otherwise interact with classmates.