Learning Patterns, Personality Traits and Motivational Profile of Students of Dual Learning Modality

Abstract

The aim of this research article is to identify the profile of students enrolled in dual learning model and standard learning model based on personality traits, learning patterns and motivational orientation. Participants included 212 freshmen enrolled dual learning model (N=97) and standard model (N=115) in the Primary Education Degree. The participants completed 3 questionnaires: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big-Five Personality Inventory (Bermúdez, 1995), and (3) Motivational Profile Inventory (Corral, Arribas & Fernández, 2010). The results showed that the students who enrolled in dual learning modality tend to be less open, more emotionally stable and take care of their relationships to a greater extent. The two later characteristics are essential for the typology of the learning modality because it is more complex to work and learn in two different environments than one as standard learning. Despite these results, the groups of both learning modalities are similar and therefore possible future lines are considered. Future studies should be conducted with much larger samples and longitudinal design that allows corroborating (or not) that the students who study in dual learning modality are different or can vary their motivational orientations or improve their learning patterns during the course of their training.

Teamwork competency scale (TCS) from the individual perspective in university students

“…This is the process of identifying any discrepancies between an existing situation and the desired situation and determining the strategies for bridging the gaps (Bonner, 2004). Team members adjust to carry out the team task (Torrelles- Nadal et al, 2011) by activating channels of participation to make shared decisions about which aspects of the problem should be solved and how (Chen et al, 2004;Salas et al, 2009).…”

“…The fourth dimension 'Problem Solving' refers to the adjustments that team members make to carry out the team's task (Torrelles-Nadal et al, 2011). This implies knowledge of the task.…”

“…When people come together to perform collective tasks, they bring to bear their teamwork skills and capacities, which for the purposes of this study we have called teamwork competency. That competency can be defined in general terms as the set of knowledge, attitudes and skills required to work with others on tasks aimed at achieving common, shared goals (Torrelles- Nadal, Coiduras-Rodríguez, Isus, Carrera, París-Mañas & Cela, 2011). Teamwork competency is a question of personal disposition and the capacity to work with others to carry out common activities and achieve common goals, exchanging information, taking on responsibilities, solving problems as they arise and contributing to the team's development and improvement (Torrelles-Nadal et al, 2011).…”

“…Since the 1970s, there have been studies of how teams function; however, studies into teamwork competency have grown considerably in number recently (Torrelles-Nadal et al, 2011). An adequate way of measuring teamwork competency and the best ways to teach these skills have, even so, yet to be determined (Nadal et al, 2015).…”

Creatividad y eficacia en la Comunidad Valenciana: la figura del planner en el proceso creativo

“…Esto se debe a que, para la realización de proyectos, es necesaria la colaboración de diferentes profesionales, pues está demostrado que, a través de la comunicación y transmisión de los conocimientos de cada individuo al beneficio del equipo, se consiguen resultados de mayor calidad, logrando los objetivos individuales y grupales. (Torrelles, et. al., 2011) Sin embargo, debemos entender en qué consiste exactamente el trabajo en equipo, pues, aunque diferentes personas trabajen para el mismo fin, si cada una lo hace de manera aislada sin tener en cuenta a los demás componentes del grupo, no podemos hablar de trabajo en equipo, sino de trabajar "individualmente en compañía", como apuntan Pablo Cardona y Helen Wilkinson (2006).…”