Literaturnachweis - Detailanzeige
| Autor/inn/en | Davies, Jean L.; Wilson, Thomas L. |
|---|---|
| Titel | The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education |
| Quelle | In: International Journal of Educational Psychology, 9 (2020) 3, S.269-289 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2014-3591 |
| Schlagwörter | Personality Traits; Student Attitudes; Preferences; Correlation; Teaching Methods; Undergraduate Students; Foreign Countries; Educational Environment; Independent Study; Conventional Instruction; Group Instruction; United Kingdom (England); NEO Personality Inventory |
| Abstract | To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students' perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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