Psychological Type and Asynchronous Written Dialogue in Adult Learning

Autor/inn/en	Lin, Lin; Cranton, Patricia; Bridglall, Beatrice
Titel	Psychological Type and Asynchronous Written Dialogue in Adult Learning
Quelle	In: Teachers College Record, 107 (2005) 8, S.1788-1813 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1111/j.1467-9620.2005.00542.x
Schlagwörter	Psychology; Learning Experience; Empowerment; Online Courses; Adult Learning; Personality Traits + Suchen Sie Ihr Suchwort? Psychologie; Lernerfahrung; Online course; Online-Kurs; Adulte education; Adult training; Erwachsenenbildung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10