A Phenomenological Investigation of Introverted College Students and Collaborative Learning

Autor/in	Zafonte, Maria
Titel	A Phenomenological Investigation of Introverted College Students and Collaborative Learning
Quelle	(2018), (251 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-2927-3
Schlagwörter	Hochschulschrift; Dissertation; Cooperative Learning; Semi Structured Interviews; College Freshmen; Student Attitudes; Teaching Methods; Qualitative Research; Goodness of Fit; Personality Traits; Extraversion Introversion; Learning Processes; Preferences; Cognitive Style; Educational Experience; Phenomenology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kooperatives Lernen; Studienanfänger; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Bildungserfahrung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Collaborative learning is the current gold standard in pedagogy, yet within collaborative classrooms are many introverted students who are more reflective in nature and may prefer learning on their own or listening to lectures over social learning. Guided by the conception of Jungian introversion and person-environment fit theory, this qualitative phenomenological study investigated the lived experiences of introverted college students to gain a better understanding of how these learners think and feel about various collaborative learning tasks. The primary research question focused on the experience of introverted students participating in collaborative learning. Eleven introverted college freshman at a university in the Southwest participated in semi-structured interviews that focused on their experiences with groups, class discussions, presentations, and various aspects of classrooms and learning. The results of these interviews yielded some expected findings: generally, these introverted participants prefer to work alone, would rather not speak up or present in class, and appreciate time for reflection and thinking. Some of the additional findings were more unexpected--many of these students recalled being reluctant leaders in group projects and described how mandatory social interactions, whether in small groups or by randomly being called on, actually impedes their focus and learning. The results of this study open a window into the introvert's thoughts and preferences in the classroom, allowing educators to gain a deeper understanding of how a large percentage of students learn. Additionally, the results provide educators with a guide to practical pedagogical approaches and further research implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01