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. KEYWORDS personality traits, assessment modes, teaching and learning activities, approaches to learning, preferences Fjelkner, A., Håkansson, A., & Rosander, P. (2019). Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors. Teaching & Learning Inquiry, 7(1).
Students’ possibilities to interact with peers have reduced drastically during the emergency transition to online teaching due to the Covid-19 pandemic. Students report on decreased motivation and other study related issues; hence, there is a need to better understand the effects of decreased interaction. The aim of the present exploratory study was to document changes in student networks, in relation to perceptions of connectedness, study outcome and well-being in two different settings. An ad hoc online survey (n = 97) was distributed among students from one research-intensive and one teaching-intensive university where many students commute. Results showed that student social networks defoliated from the outside-in and left students with an inner circle of students they shared multiplex relations with. Students who had lost more working and multiplex relations also reported a decline in well-being. The main contribution of this study is the visualization of how networks became fragmented, and how the experience of this differed depending on type of study context. These findings may have implications for a post-Covid organisation of higher education.
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