語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Relationship of Myers-Briggs persona...
~
Harland, Darci J.
FindBook
Google Book
Amazon
博客來
Relationship of Myers-Briggs personality types and learner participation in face-to-face and asynchronous classroom discussions.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Relationship of Myers-Briggs personality types and learner participation in face-to-face and asynchronous classroom discussions./
作者:
Harland, Darci J.
面頁冊數:
205 p.
附註:
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0150.
Contained By:
Dissertation Abstracts International66-01A.
標題:
Education, Technology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162026
ISBN:
0496961462
Relationship of Myers-Briggs personality types and learner participation in face-to-face and asynchronous classroom discussions.
Harland, Darci J.
Relationship of Myers-Briggs personality types and learner participation in face-to-face and asynchronous classroom discussions.
- 205 p.
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0150.
Thesis (Ph.D.)--Walden University, 2005.
This comparative study used the Myers-Briggs Personality Type Indicator (MBTI) and Bloom's taxonomy to see whether students of specific personality types perceive and actually participate differently in face-to-face (f2f) and online discussions. The study also compared how participants at a private Midwest university viewed sense of classroom community in the two learning environments. The quantitative portion of the study included data from the researcher-designed Face-to-Face and Online Discussion Survey, comprised of Likert-type questions. A participation observation instrument was used in conjunction with taped event recordings of student participation in classroom discussions. Students answered open-ended survey questions regarding their participation in associate degree courses.
ISBN: 0496961462Subjects--Topical Terms:
1017498
Education, Technology.
Relationship of Myers-Briggs personality types and learner participation in face-to-face and asynchronous classroom discussions.
LDR
:03483nmm 2200313 4500
001
1851091
005
20051216104733.5
008
130614s2005 eng d
020
$a
0496961462
035
$a
(UnM)AAI3162026
035
$a
AAI3162026
040
$a
UnM
$c
UnM
100
1
$a
Harland, Darci J.
$3
1938991
245
1 0
$a
Relationship of Myers-Briggs personality types and learner participation in face-to-face and asynchronous classroom discussions.
300
$a
205 p.
500
$a
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0150.
500
$a
Chair: Bernice Folz.
502
$a
Thesis (Ph.D.)--Walden University, 2005.
520
$a
This comparative study used the Myers-Briggs Personality Type Indicator (MBTI) and Bloom's taxonomy to see whether students of specific personality types perceive and actually participate differently in face-to-face (f2f) and online discussions. The study also compared how participants at a private Midwest university viewed sense of classroom community in the two learning environments. The quantitative portion of the study included data from the researcher-designed Face-to-Face and Online Discussion Survey, comprised of Likert-type questions. A participation observation instrument was used in conjunction with taped event recordings of student participation in classroom discussions. Students answered open-ended survey questions regarding their participation in associate degree courses.
520
$a
The results demonstrated that among study participants, feeling types preferred to answer difficult questions f2f, while thinking types preferred to answer these questions online. Differences were also noted between the perceiving/judging, sensing/intuitive, and extraversion/introversion dichotomies. No certain MBTI type was more likely to answer questions at the analysis, synthesis, and evaluation levels, respond to peers more frequently, or initiate new topics of discussion more frequently in f2f or online discussions, nor did certain MBTI types perceive classroom community drastically different in f2f versus online. However, statistically significant differences were found between the extraversion/introversion dichotomy in their actual participation and in how they perceived sense of community. A comparison of data from students who were both a part of the survey and of groups who were observed and recorded showed that the perception that most MBTI personality types had of their classroom participation matched their actual participation. The exception to this was the extraversion/introversion dichotomy with regard to peer-peer interaction and initiating new topics.
520
$a
The results of this study may help distance education program designers and classroom and online instructors at this university make informed decisions about how best to foster discussions within f2f and online classes. Standardizing instructor training could equip online instructors with tools that may help decrease the confusion of how virtual environments, specifically asynchronous discussions, should function. Instructors can then work at helping all personality types to be involved in more meaningful discussions.
590
$a
School code: 0543.
650
4
$a
Education, Technology.
$3
1017498
650
4
$a
Psychology, Personality.
$3
1017585
650
4
$a
Education, Adult and Continuing.
$3
626632
690
$a
0710
690
$a
0625
690
$a
0516
710
2 0
$a
Walden University.
$3
718925
773
0
$t
Dissertation Abstracts International
$g
66-01A.
790
1 0
$a
Folz, Bernice,
$e
advisor
790
$a
0543
791
$a
Ph.D.
792
$a
2005
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162026
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9200605
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入