Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors
(2019) In Teaching and Learning Inquiry 7(1). p.78-102- Abstract
What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences... (More)
What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
(Less)
- author
- Fjelkner, Annika ; Hakansson, Andreas LU and Rosander, Pia LU
- organization
- publishing date
- 2019
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Approaches to learning, Assessment modes, Personality traits, Preferences, Teaching and learning activities
- categories
- Higher Education
- in
- Teaching and Learning Inquiry
- volume
- 7
- issue
- 1
- pages
- 25 pages
- publisher
- Indiana University Press
- external identifiers
-
- scopus:85064745161
- ISSN
- 2167-4779
- DOI
- 10.20343/teachlearninqu.7.1.6
- language
- English
- LU publication?
- yes
- id
- 1c24deb9-5569-4aaf-81b8-2169011c6717
- date added to LUP
- 2019-05-07 09:33:21
- date last changed
- 2023-12-03 07:37:18
@article{1c24deb9-5569-4aaf-81b8-2169011c6717,
abstract = {{<p>What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.</p>}},
author = {{Fjelkner, Annika and Hakansson, Andreas and Rosander, Pia}},
issn = {{2167-4779}},
keywords = {{Approaches to learning; Assessment modes; Personality traits; Preferences; Teaching and learning activities}},
language = {{eng}},
number = {{1}},
pages = {{78--102}},
publisher = {{Indiana University Press}},
series = {{Teaching and Learning Inquiry}},
title = {{Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors}},
url = {{http://dx.doi.org/10.20343/teachlearninqu.7.1.6}},
doi = {{10.20343/teachlearninqu.7.1.6}},
volume = {{7}},
year = {{2019}},
}