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Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors

Fjelkner, Annika ; Hakansson, Andreas LU and Rosander, Pia LU (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.

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Please use this url to cite or link to this publication:
author
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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
2020-12-29 01:07:01
@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},
  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},
}