Learning Styles Relevant to Identified Personality Types of Secondary Level Students

This study investigated the inter-relationships between learning styles as measured by Kolb's Learning Style Inventory 1985 (LSI) and personality types as measured by Myers-Briggs Type Indicator (MBTI). The two instruments were administered to tenth grade students in Singapore. The canonical correlation analysis revealed two significant canonical correlation coefficients, indicating moderate relationships between the variables of the LSI and MBTI. The canonical variates represented abstract thinking and reflective thinking, factors associated by the students with academic achievement. The LSI types and the MBTI learning profiles of the sample were also examined.     

An empirical study of using sequential behavior pattern mining approach to predict learning styles

The learning style of a learner is an important parameter in his learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments to increase learners’ performance. Thus, it is important to be able to automatically determine learning styles of learners in an e-learning environment. In this paper, we propose a sequential pattern mining approach to extract frequent sequential behavior patterns, which can separate learners with different learning styles. In this research, in order to recognize learners’ learning styles, system uses the Myers-Briggs Type Indicator’s (MBTI). The approach has been implemented and tested in an e-learning environment and the results show that learning styles of learners can be predicted with high accuracy. We show that learners with similar learning styles have similar sequential behavior patterns in interaction with an e-learning environment. A lot of frequent sequential behavior patterns were extracted which some of them have a meaningful relation with MBTI dimensions.     

Field Instruction and the Mature Student

Abstract

As increasing numbers of mature students enter schools of social work, it is a challenge and an obligation for field instructors to discover ways to recruit and sustain them in the educational endeavor. Building upon three theoretical perspectives-Freire's pedagogy of the oppressed, Knowles's andragogy, and Schon's reflective learning and teaching, this paper highlights ways in which field instructors can build upon the strengths of mature students to enhance their development as professional social workers. It discusses “parallel process”, “learning styles”, and “contracting” as proactive strategies to fully engage mature students in attaining a graduate degree.     

Applications of Jungian Type Theory to Counselor Education

Carl Jung's theory of psychologocal type is described as is the Myers-Briggs Type Indicator (MBTI), an instrument used to assess Jungian type. Sources of information on the research and application of the theory and the MBTI are cited. How knowledge of type theory, especially of type characteristics, differences, and development can be useful to counselor educators is explored.     

Considering personality type in adult learning: Using the Myers‐Briggs Type Indicator in instructor preparation at PricewaterhouseCoopers

This article explores the feasibility of using the Myers‐Briggs Type Indicator (MBTI) as a framework for instructor development in a professional services training environment. It explores the consistency of MBTI with common adult learning theory, addresses questions on MBTI's reliability and validity, and explores the applicability of MBTI to the training environment at PricewaterhouseCoopers LLP, a global accounting and consultancy firm.     

The effect of matching and mismatching cognitive style and science instruction

This study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty-six elementary education majors who were identified as Sensing Feeling types on the Myers-Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non-Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well-matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style.     

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

Web‐based computer‐aided instruction (CAI) has become increasingly important to medical curricula. This multi‐year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on “computer literacy” and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with “computer literacy.” The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum. Anat Sci Ed 2:2–8, 2009. © 2009 American Association of Anatomists.     

Les Types Psychologiques et L'etudiant en Ingénierie

SUMMARY

Jung a élabori une théorie des types psychologiques basée sur la maniere dont une personne cueille l'information nécessaire et prend des décisions. Le test Myers-Briggs Type Indicator a été bâti à partir de ce modèle. Son application révèle que l'ingénierie attire des individus de types psychologiques bien determineés. Ceci peut avoir des consequences sur l'enseignement. Un étudiant, a l'aide des résultats du test, peut modifier sa methode de travail, defagon à ameliorer son rendement scolaire.

Jung has elaborated a theory of psychological types based on the way an individual collects information and takes decisions. The Myers-Briggs type indicator test has been built from that model. Its administration reveals that engineering attracts people of well-defined psychological types. This may have consequences on education. From the results of the test, a student may change his learning style so as to improve his academic efficiency.     

Knowledge and Politics of Social Change: The implication of anti-racism

This article is a reflection on educational change in Euro-American contexts, undertaken as I conclude two extensive empirical studies on minority student disengagement and strategies of inclusive schooling in the Ontario public education system. Specifically, the discussion explores the implications of race, difference and power for schooling and educational change in North America. It is argued that contemporary education needs to take into account how social difference and questions of identity implicate schooling. The search for genuine educational options must be reframed in the pursuit of anti-racism praxis so that students can engage critical knowledge as a way to rupture the social order of things. In conclusion, the article suggests ways for critical educators to work collectively to ensure that learning and teaching about ourselves is transformative.     

The Content of Supervision Scale

ABSTRACT

Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student. This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors. Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice.’ Each of these subscales have demonstrated internal consistency. By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced.     

Improving the Research Climate in Social Work Curricula

Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.     

Investigating Leadership Styles,Personality Preferences,and Effective Teacher Consultation

We examined the relations among leadership styles (telling, selling, participating, and delegating), personality preferences (extravertintrovert, sensing-intuitive, feeling-thinking, and judging-perceiving), and effectiveness as a consultant teacher. The sample consisted of 31 consultant teachers. Three instruments were administered: The LEAD-Self (Hersey & Blanchard, 1973), the Myers-Briggs Type Indicator (Briggs Myers, 1976), and the Survey of Effectiveness of Collaborative Consultants (West & Cannon, 1987). The raw scores indicated that selling and participating were the two leadership styles most often used by the consultant teachers. No significant relations were found between the consultant teachers' effectiveness scores and any of the leadership styles. The significant relation found was between personality index preference and effectiveness in consulting. Sensing was a significant variable when effectiveness was considered. Together, the extravert and the sensing scores were good predictors of effectiveness.     

The Learning Styles,Expectations, and Needs of Online Students

Abstract. Each student comes to class with certain learning experiences, expectations, and needs that have to be addressed, and to which instructors need to be sensitive, to maximize the students' learning experiences. However, because of the unknown make-up of online classes, the characteristics of online students may be unclear, making it difficult to develop effective online courses. This study sought to establish learning styles, expectations, and needs of students taking an online course. Data were collected from a variety of student communications and the Myers-Briggs Type Inventory. Suggestions to accommodate identified learning styles, needs, and expectations of online students are presented.     

Adjunct Faculty in Social Work Education

ABSTRACT

Adjunct faculty are growing in numbers and time spent instructing courses in social work programs. This paper describes one school's approach in working with and involving adjunct faculty as significant stakeholders in the overall educational program. The described program incorporates a number of ongoing activities to encourage adjunct faculty to contribute to the academic community beyond the instruction of one course. The paper also identifies additional strategies a social work program may consider to further strengthen the adjuncts? role in academia. The paper concludes with questions for social work educational programs and the Council on Social Work Education's Commission on Accreditation to recognize and define the position and function of adjunct faculty in social work education.     

Book Reviews

Abstract

Experiential education can be taught most effectively in the outdoors when linked to the psychological foundations of teaching and learning. These include communication, perception, arousal, and motivation. Differences are explained for both teaching and learning styles.

Experiential education is distinguished from experiential learning, and salient educational strategies are integrated into the education cycle. These include focusing, feedback and support, self-responsibility, and reflecting. The importance of debriefing or processing is stressed, and an experiential method is included enabling symbolic communication through “active reviewing.” The environment is a critical factor in this form of education. A major goal is to stimulate curiosity and self-motivation. Structuring traditional and experiential methods, “grasshopper teaching,” and individual and cooperative learning draw the foundations of teaching and learning together.     

Care of the Self in a Knowledge Economy: Higher education,vocation and the ethics of Michel Foucault

Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with particular reference to their implications for education. Second, I argue that if her ideas are extended to the issue of global justice, the strategies which she offers should be extended, at least when it comes to educational intervention, to allow for a wider range of actions in support of global justice through education for democracy than Iris Young's work so far seems to allow. The wider range of strategies which I propose call on western feminists and their governments to do more to promote democracy and social justice globally. This can be done in ways that are consistent with Iris Young's stipulation that transnational interference is permissible if undertaken against dominative harm.     

Education for the Group Worker's Reality

Abstract

Within the social work profession, one's world view, one's beliefs and values based on one's experiences, strongly influences one's practice and comfort with groups.

This paper will examine some of the different ways of viewing the world held by practitioners and students in relation to the likelihood that they will be able to work effectively with groups. Such examination, and the identification of the differences among social workers that results from it has implications for both teaching and supervision in social work. These implications will be discussed and specific principles and techniques for teaching social workers, in education and in supervision, based on their world views will be described. This paper aims to enrich education for group work so that the community of social group work practitioners can grow and continue to thrive.     

Predictive value of attitude,cognitive ability,and personality to science achievement in the middle school

This article examines the factors of attitude toward science, spatial ability, mathematical ability, and the scientific personality, as measured by the Myers-Briggs Type Indicator, in a sample of middle school students. Males and females with science grades of A and B were found to have several characteristics of the scientific personality, good grades in mathematics, but negative attitudes toward science. Males and females with science grades of C and D had a more positive attitude toward science, but poor mathematical and spatial abilities and few characteristics of the scientific personality. There were no sex differences except on the Thinking/Feeling (TF) scale of the Myers-Briggs Type Indicator. As expected females portrayed themselves as preferring the (F) scale, the use of personal values when making decisions and males portrayed themselves as preferring the (T) scale, the use of logical analysis when making decisions.