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Psychological Type and Asynchronous Written Dialogue in Adult Learning

by Lin Lin, Patricia Cranton & Beatrice L. Bridglall - 2005

This study explores how adults learn from asynchronous written dialogue through the lens of psychological type preferences. We asked participants to discover their dominant and auxiliary psychological preferences using the Personal Empowerment through Type inventory. Participants then completed an open-ended survey in which they described their experiences with learning through asynchronous written dialogue. The study shows that participants differed in their responses to online learning as reflected in their sense of enjoyment and their participation in the environment and in the quality of their learning experience. We observed that these differences were associated with psychological type preferences, along with the perceived interactions with the instructors and peers in the learning community. The connections between psychological type and asynchronous written dialogue are discussed.

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Cite This Article as: Teachers College Record Volume 107 Number 8, 2005, p. 1788-1813
https://www.tcrecord.org ID Number: 12096, Date Accessed: 9/20/2020 1:51:27 AM

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About the Author
  • Lin Lin
    Teachers College, Columbia University
    E-mail Author
    LIN LIN’s research interests include communication, instructional technology, and adult and online learning. She is manager of faculty support for distance learning and instructional design at Teachers College, Columbia University. Lin has presented and published several papers in the above areas, the most recent of which is “From Scholarship Student to Responsible Scholar: A Transformative Process in Higher Education” (Teaching in Higher Education).
  • Patricia Cranton
    Saint Francis Xavier University
    PATRICIA CRANTON’s research interests are in the areas of transformative learning and authenticity. She has published 11 books, most recently, Finding Our Way: A Guide for Adult Educators. Patricia is an independent educator and writer. She recently completed a contract at the University of New Brunswick and is now a visiting professor at Saint Francis Xavier University.
  • Beatrice Bridglall
    Teachers College, Columbia University
    BEATRICE L. BRIDGLALL is currently an assistant research scientist at the College Board and an editor and assistant director at the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University. She is coeditor of both the recently published Supplementary Education: The Hidden Curriculum of High Achievement (2005) and The Affirmative Development of Academic Ability (in preparation).
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