Temperament-based learning styles: Implications for distance education
Patricia Marie Higgins, Capella University, United States
Capella University . Awarded
Relationships among students' temperament-based learning styles, tendencies towards extraversion and introversion, grades, and opinions about distance education are explored. Factors that influence students' opinions about distance education are researched and discussed. College students (n = 69) who were currently taking or had recently taken a course via distance education volunteered to take two online assessments: the Keirsey Temperament Sorter II (KTS-II) and a researcher-designed Distance Education Survey (DES). The results of these assessments indicated that some statistically significant relationships existed among gender, tendencies toward introversion or extraversion, grade levels, and students' grade point averages. No statistical relationships among temperament-based learning styles and opinions toward distance education were identified. Suggestions for future research are discussed.
Higgins, P.M. Temperament-based learning styles: Implications for distance education. Ph.D. thesis, Capella University.
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Cited ByView References & Citations Map
Laura White, University of West Florida, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1960–1968
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