MBTI personality type and other factors that relate to preference for online versus face-to-face instruction

Harrington, Rick; Loffredo, Donald A.

doi:10.1016/j.iheduc.2009.11.006

Cited by 93 publications

(63 citation statements)

References 12 publications

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“…As Hamilton y Scandura (2003) It is important to compensate the loss of social presence in e-mentoring with alternatives that are close to synchronous communication, since the poverty of the medium impacts especially on the participation of the mentee (Shpigelman et al, 2009). Students that prefer face-to-face interaction are more likely to benefit from auditory components and communication platforms that allow emotions to be conveyed (Harrington and Loffredo, 2010). This can be facilitated with tools for video conferencing or chat or through the use of mobile technology (Harley et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…In contrast to these views, there is a substantial body of knowledge indicating that those individuals who are isolated, stigmatized, or lack of support in the real world may be especially motivated to participate and can derivate higher returns on interventions offering help via CMC (Shpigelman et al, 2009). However, given the unique characteristics of CMC, ementoring may be less effective for those with a strong preference for extroverted social contact or a need for connectedness (Harrington and Loffredo, 2010;Nemetz et al, 2011). …”

Section: The Psychosocial Dimension Of E-mentoringmentioning

confidence: 99%

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The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

Rísquez

Sánchez-García

2012

The Internet and Higher Education

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This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen's transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a combination of mixed methods including a pre-program adjustment scale, online participation records, content analysis of online interactions and end of program interviews. Results reveal that volunteer freshmen experienced greater psychoemotional needs than the general student population. Personal and emotional interactions often developed, especially if the mentoring pair met face-to-face first and the fresher did not have an alternative support network. However, mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation. Perceptions of CMC were strongly determined by individual preferences. Implications for e-mentoring programs and Web 2.0 use are discussed. *Title Page (WITH Author Details) Volunteer freshmen experienced greater psychoemotional needs than the general student population.  Psychoemotional support developed when the mentoring pair met face-to-face first and the fresher did not have alternative support  Mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation.  Perceptions of CMC were strongly determined by individual preferences.

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Section: Discussionmentioning

confidence: 99%

Section: The Psychosocial Dimension Of E-mentoringmentioning

confidence: 99%

The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

Rísquez

Sánchez-García

2012

The Internet and Higher Education

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“…It has been used as a framework by some researchers in ID a distance and online mode (Harrington & Loffredo, 2010). The indicators expressed in this theory make it more helpful in exploring students' experiences in ID of mathematics at the university.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…New challenges are also emerging, such as how ODL institutions can enhance their distance and online delivery in an environment that is becoming more and more diverse, thus creating new areas for research investigation (Bertini, 2016). Prior studies have identified lack of instructors' competence to deliver quality instruction to establish meaningful educational experiences for the learners as one of the basic barriers of distance and online learning (Harrington & Loffredo, 2010). The overall aim of this paper is to examine students' experiences in ID in an undergraduate mathematics course at two ODL universities in Nigeria.…”

Section: Introductionmentioning

confidence: 99%

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

Reju

Jita

2018

IRRODL

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This paper examines the students' experiences with instructional delivery (ID) of distance and online learning of undergraduate mathematics in two major Nigerian universities. Purposive sampling was used in the study to select mathematics students from University of Lagos Distance Learning Institute (DLI) and the National Open University of Nigeria (NOUN). Data were collected through mixedmethods and a one-sample binomial test was employed to analyse the quantitative data. Furthermore, narrative and content analyses were done to explore how respondents make sense of their experiences of learning mathematics through the distance and online mode. Among others, the results of the study suggest that the abstract nature of mathematics was not appropriately addressed in the course content and that the absence of helpful and visible tutors for the subject complicated the challenge of understanding abstract mathematics even further. Among the many challenges, the abstract nature of mathematics and the absence of qualified tutors points to the need for improvement in the design, development, and provision of mathematics course materials and programmes for distance and online mathematics learning.

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“…Properties of each learner's preference presented in Table 4, pertaining to education and learning, were collated from the literature [4,13,14,24,43]. − Seldom makes errors of facts.…”

Section: Adaptive Educational Experiencementioning

confidence: 99%

E-Learning personalization based on Dynamic learners' preference

Bachari¹,

Abelwahed²,

Adnani³

2011

IJCSIT

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MBTI personality type and other factors that relate to preference for online versus face-to-face instruction

Cited by 93 publications

References 12 publications

The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

E-Learning personalization based on Dynamic learners' preference

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