Research: Psychological type elements and goal accomplishment style: Implications for distance education

Atman, Kathryn S.

doi:10.1080/08923648809526634

Cited by 12 publications

(9 citation statements)

References 2 publications

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“…Although the research suggests that successful distance learners have an internal locus of control and are effective time managers (Atman, 1988;Dille & Mezack, 1991;Wang & Newlin, 2000), cyberinstructors can not assume that these characteristics apply to all students. Although the research suggests that successful distance learners have an internal locus of control and are effective time managers (Atman, 1988;Dille & Mezack, 1991;Wang & Newlin, 2000), cyberinstructors can not assume that these characteristics apply to all students.…”

Section: Principle 5: Emphasize Time-on-taskmentioning

confidence: 98%

Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education

Newlin

Wang

2002

Teaching of Psychology

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Pedagogical research on Web-based learning and instruction has not kept pace with the proliferation of Web-based courses offered by colleges and universities. Consequently, we encourage the application of the "Seven Principles of Good Practice in Undergraduate Education" (American Association of Higher Education, 1987) to guide the design and implementation of Web-based courses. We offer concrete suggestions on how instructors can apply each principle to maximize the potential of Web-based technologies and promote positive learning outcomes in the virtual classroom.

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Section: Principle 5: Emphasize Time-on-taskmentioning

confidence: 98%

Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education

Newlin

Wang

2002

Teaching of Psychology

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“…Each of the sixteen psychological types could be categorized into one of Keirsey's four temperament types: Guardians (Sensing-Judging), Artisans (Sensing-Perceiving), Idealists (Intuition-Feeling), Rationalists (Intuition-Thinking) ( Keirsey,1998). Atman (1988) found people with extraversion, intuition, thinking and judging (ENTJ) personalities were most likely to be successful with an online learning environment, as they had better selfmanagement skills for setting goals, operating plans, decision-making, and organization. Kelly and Schorger (2002) had similar findings, indicating that students with at least three of the four personality styles (extraversion, intuition, thinking and judging) had greater satisfaction with online learning.…”

Section: The Mbti and Keirsey Temperamentmentioning

confidence: 98%

The effects of personality factors on participation in online learning

Huang

2009

Proceedings of the 3rd International Conference on Ubiquitous Information Management and Communication

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General TermsThe e-learning is a new approach in higher education and the market is increasing. Multimedialearning environments have led to the development of a new pedagogy in online courses. Research in human factor provides a possible explanation for the performance in e-learning environment. Individuals' personality factors can affect their performance in online learning. The study examined whether personality types as measured by the Myers Briggs Type Indicator influence participation in online asynchronous discussion. The results of the study suggested personality factors have no impact on participation. However, students with introverted, intuition, thinking, and judging for each dichotomous personality got higher means of participation.

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“…Others have found it important to look beyond superficial characteristics when examining distance education success and considerthe internal factor-motivation. Altman (1990) stated that the success of a distance education program lies in the striving character of its students. Those who are more determined to reach their educational goals are more likely to persist and complete courses.…”

Section: Introductionmentioning

confidence: 98%

Exploring Student Interest in Hospitality Distance Education

Iverson

1996

Hospitality Research Journal

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The current study examined differences in hospitality students' interest in pursuing distance education with regard to their demographic factors, external constraints, GPA, achievement motivation, and perceived quality of four delivery modes of distance education. It was found that students were most interested in pursuing computer-mediated instruction, followed by satellite courses and telecourse study. They were least likely to pursue correspondence study. Students most likely to pursue distance education were those with the highest GPA (F = 3.44, p = .04), the highest degree of external constraint (F = 7.27, p = .002), and full-time employment (F = 3.08, p = .05). No significant results were found with regard to achievement motivation and interest in distance education. These results emphasize the importance of more technologicallysophisticated delivery modes in distance education and the necessity to preassess distance education students.

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Research: Psychological type elements and goal accomplishment style: Implications for distance education

Cited by 12 publications

References 2 publications

Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education

Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education

The effects of personality factors on participation in online learning

Exploring Student Interest in Hospitality Distance Education

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