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ERIC Number: EJ1223951
Record Type: Journal
Publication Date: 2019-May
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1539-2422
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.
Association of College and Biology Educators. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada