Personality Type and Participation in Networked Learning Environments     

Ainslie Ellis 《Educational Media International》2013,50(1-2):101-114

For networked learning environments, it is necessary to consider different aspects of this environment, such as the collaborative environment, the nature of activities and resources, the technological environment and the learner's characteristics, if quality learning is to take place online. This paper focuses on one aspect of the learner's characteristics; that of personality type as determined using the Myers Briggs Type Indicator (Myers, 1984). It investigates the relationship between personality type and a student's participation (both passive and active) within a networked learning environment using asynchronous threaded discussion for a university course run both online and face-to-face. Qualitative results show patterns in student attitudes to participation related to personality type, particularly on the dimensions of introversion/extroversion, sensing/intuition and thinking/feeling. The paper also discusses implications of the findings in relation to the development of the networked learning environment, to ensure better online participation from all students. L’importance des types de personnalité dans la participation dans des environnements d’apprentissage en réseau. Pour les environnements d’apprentissage en réseau Net, il faut considérer différents aspects de cet environnement coopératif, la nature des activités et des sources, l’environnement technologique et les caractéristiques de l’apprenant si l’on veut en ligne obtenir un apprentissage de qualité. Cet article se concentre sur un aspect des caractéristiques de l’apprenant, celui du type de personnalité défini dans le Myer Briggs Type Indicator (Myers, 1984). Il étudie la relation entre le type de personnalité et la participation d’un étudiant (passive et active) dans un environnement d’apprentissage basé sur le Net utilisant une discussion filetée asynchrone our un cours d’université mené face À face et en ligne. Les résultats qualitatifs montrent des modéles dans

l’attitude des étudiant quant À la participation liée au type de personnalité, particulièrement sur les dimensions de l’introversion/extroversion, de la sensation/intuition et de la pensée/sentiments. L’article discute aussi des implications des

résultats en relation avec le développement de l’environnement de l’apprentissage en réseau, pur assurer une meilleure

participation en ligne de la part de tous les étudiants. Persönlichkeitstyp und Partizipation in vernetzten Lernumgebungen. Bei vernetzten Lernumgebungen müssen unterschiedliche Aspekte dieser Umgebung bedacht werden, so z.B. der

gemeinschaftliche Bereich, die Art von Aktivitäten und Ressourcen, die technischen Gegebenheiten und die Charakteristika der Lernenden, wenn erstklassiges Lernen auch online möglich werden soll. Dieser Beitrag beschränkt sich auf einen charakteristischen Aspekt des Lerners: seinen Persönlichkeitstyp unter Benutzung des Myers Briggs Type Indicator (Myers, 1984). Es untersucht die Beziehung zwischen dem Persönlichkeitstyp und der Teilhabe (aktiv und passiv) eines Studenten

innerhalb einer vernetzten Lernumgebung bei asynchron angelegter Diskussion – sowohl online als auch direkt – über einen Universitätskurs. Qualifizierte Ergebnisse zeigen, dass bestimmte Verhaltensmuster der Studenten zur Partizipation vom Persönlichkeitstyp abhängen, insbesondere vom Grad der Introversion/Extroversion, Empfindsamkeit/Einfühlungsvermögen und Denken/Fühlen. Der Beitrag stellt auch Folgerungen aus den Befunden in Bezug auf die Entwicklung vernetzter Lernumgebungen zur Diskussion, um bessere online-Partizipation aller Studenten sicherzustellen.  相似文献   

Cheerleading for a Crumbling Academy     

John M. Ellis 《Academic Questions》2010,23(3):368-375

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The man-made world     

Harold A. Foecke 《Prospects》1974,4(1):48-55

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Academe     

Frederick E. Ellis 《The Educational forum》2013,77(4)

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BECOMING A PERSON IN PRISON     

Harold Feldman 《Equity & Excellence in Education》2013,46(4):23-39

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Public access to congressional records: Present policy and reform considerations     

Harold C. Relyea 《Government Information Quarterly》1985,2(3):235-256

While the records of the Senate and House of Representatives are among the most valuable sources of information for enhancing public knowledge of congressional operations and decisions, they largely have not been available for examination unless they have been distributed as an official publication. Some have suggested that this situation could be rectified by making Congress subject to the requirements of the Freedom of Information Act. There are, however, both constitutional and practical problems in this approach. Nonetheless, there are those within the two Houses who are aware of the need for reform in this area, and efforts have been made to modify archival policies. Arguably, both citizens and legislators can benefit from improved records access arrangements.  相似文献   

Story‐writing,planning and creativity     

Susan Ellis 《Literacy》2003,37(1):27-31

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The social impact of the telephone : [Editor]. MIT Press, Cambridge, Mass., 1977. 502 pp; $15.95 hardcover     

Harold Sackman 《Information processing & management》1978,14(6)

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A RE-AIM evaluation of theory-based physical activity interventions     

Antikainen I  Ellis R 《运动与训练心理学杂志》2011,33(2):198-214

Although physical activity interventions have been shown to effectively modify behavior, little research has examined the potential of these interventions for adoption in real-world settings. The purpose of this literature review was to evaluate the external validity of 57 theory-based physical activity interventions using the RE-AIM framework. The physical activity interventions included were more likely to report on issues of internal, rather than external validity and on individual, rather than organizational components of the RE-AIM framework, making the translation of many interventions into practice difficult. Furthermore, most studies included motivated, healthy participants, thus reducing the generalizability of the interventions to real-world settings that provide services to more diverse populations. To determine if a given intervention is feasible and effective in translational research, more information should be reported about the factors that affect external validity.  相似文献   

Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices     

Justin McFadden  Joshua Ellis  Tasneem Anwar  Gillian Roehrig 《Journal of Science Education and Technology》2014,23(3):458-470

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