Introverts, extroverts, and achievement in a distance learning environment

Baruch Offir, Rachel Bezalel, Ingrid Barth

    Research output: Contribution to journalArticlepeer-review

    31 Scopus citations

    Abstract

    Although difficulties that characterize distance learning (DL) clearly have differential effects on different learners, links between barrier research and individual differences remain relatively unexplored. This study examined the relationship between cognitive style, based on Jung's (1971) theory, and achievement levels among 77 university students in a videoconference-based learning environment. Clarifying this relationship enables educators to identify in advance students who may require additional instructional support in a DL context. Understanding student-related variables that affect learning also enables faculty to adapt instructions to meet the diverse needs of different students instead of adopting a “one-size-fits-all” approach to designing DL environments.

    Original languageEnglish
    Pages (from-to)3-19
    Number of pages17
    JournalInternational Journal of Phytoremediation
    Volume21
    Issue number1
    DOIs
    StatePublished - 2007

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