Download full text
Download full text
ERIC Number: EJ1223951
Record Type: Journal
Publication Date: 2019-May
Abstractor: As Provided
Introverts Are Not Disadvantaged in Group-Based Active Learning Classrooms
Flanagan, K. M.; Addy, H.
Bioscene: Journal of College Biology Teaching, v45 n1 p33-41 May 2019
Evidence of the effectiveness of active learning has resulted in a shift in post-secondary classrooms towards student-centred teaching, often relying heavily on peer-to-peer interactions. While the overall benefit of these teaching methods is established, it remains unclear whether all sub-populations of students benefit similarly. Given the intensive peer-to-peer nature of group-based active-learning approaches, we questioned whether introverted students are at a disadvantage in these active-learning classrooms. To explore this question, we examined how course performance, peer-evaluation scores, and affective measures of course experience differ for introverts, ambiverts, and extroverts in two active-learning classrooms over two years. Our results show no disadvantage in any of the measures explored for introverted students; introvert, ambivert and extrovert students performed equally well, received comparable ratings by peers, and reported similar affective attitudes towards our courses. Despite the intensive use of peer discussion, with permanent groups that were highly integrated into each class, our group-based, active-learning classrooms did not favor extroverts nor disadvantage introverts. We explore reasons why our results differ from other studies that find introverted students enjoy group work less.
Descriptors: Extraversion Introversion, Active Learning, Group Activities, Disadvantaged, Student Attitudes, Academic Achievement, Peer Evaluation, Science Instruction, Biology, College Science, Undergraduate Students, Foreign Countries
Association of College and Biology Educators. Web site: http://acube.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada