Skip to main content

Advertisement

SpringerLink
Log in

Individual learning preferences based on personality traits in an E-learning scenario

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students’ preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), and MBTI Inventories we investigate the relationship between personality traits and learning styles among millennial students in an e-learning scenario. Personality evaluation may serve as a valuable apparatus in counseling and guiding the students. This study will help the instructors to understand the personality of students and hence the courses offered can be designed with keeping in mind personality traits of students that help students to engage more in learning. The participants of the study were tested on the Personality dimensions of extrovert/introvert, sensing/intuitive, thinking/feeling, judging/ perceiving using MBTI and learning dimensions of whether a person has active/reflective, sensing/intuitive, verbal/visual, sequential/global learning style using Felder-Silverman Index of Learning Styles. The empirical analysis reveals that all the variables of MBTI i.e. Extrovert/Introvert, Sensing/Intuitive, Thinking/Feeling, Judging/Perceiving are positively correlated with Active /Reflective, Sensing/Intuitive, Verbal/Visual, Sequential /Global respectively. The paper identifies teaching strategies for e-learning courses while recognizing the four learning styles based on personality traits. From the study it can be concluded that the effectiveness of e-learning courses can be improved by providing instruction in a manner consistent with each student’s learning style according to their personality traits. The findings have implications for both full-time educators and practitioners because firms also provide considerable amounts of continuing education for their professionals in an online setting through training modules.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Bertea, P. (2009, April). Measuring students’ attitude towards e-learning: A case study. In Proceedings of 5th International Scientific Conference on eLearning and Software for Education, Bucharest, April 9th-10th.

  • Blickle, G. (1996). Personality traits, learning stratigies, and performance. European Journal of Personality, 10(5), 337–352.

    Article  Google Scholar 

  • Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). The relation between learning styles, the big five personality traits and achievement motivation in higher education. Personality and Individual Differences, 26(1), 129–140.

    Article  Google Scholar 

  • Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057–1068.

    Article  Google Scholar 

  • Cohen, Y., Ornoy, H., & Keren, B. (2013). MBTI personality types of project managers and their success: A field survey. Project Management Journal, 44(3), 78–87.

    Article  Google Scholar 

  • Denphaisarn, N. (2014). A new framework for e-learning using learning style and personality. International Journal of Sciences: Basic and Applied Research, 13(1), 145–159.

    Google Scholar 

  • Drummond, R. J., & Stoddard, A. H. (1992). Learning style and personality type. Perceptual and Motor Skills, 75(1), 99–104.

    Article  Google Scholar 

  • Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36(8), 1907–1920.

    Article  Google Scholar 

  • Ezhilrajan, K. (2013). Implementing E-learning in teacher education–issues and problems. ICT in Education International Electronic Journal, 1(1), 1–4.

    Google Scholar 

  • Felder, R. M., Felder, G. N., & Dietz, E. J. (2002). The effects of personality type on engineering student performance and attitudes. Journal of Engineering Education, 91(1), 3–17.

    Article  Google Scholar 

  • Furnham, A. (1992). Personality and learning style: A study of three instruments. Personality and Individual Differences, 13(4), 429–438.

    Article  Google Scholar 

  • Graf, S., Viola, S. R., Leo, T., & Kinshuk. (2007). In-depth analysis of the Felder-Silverman learning style dimensions. Journal of Research on Technology in Education, 40(1), 79–93.

    Article  Google Scholar 

  • Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1–19.

    Article  Google Scholar 

  • Author, Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage Books.

    Google Scholar 

  • Jethro, O. O., Grace, A. M., & Thomas, A. K. (2012). E-learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Sciences, 2(1), 203.

    Google Scholar 

  • Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on Thinking, Learning, and Cognitive Styles, 1(8), 227–247.

    Google Scholar 

  • Monaco, M., & Martin, M. (2007). The Millennial Student: A New Generation of Learners. Athletic Training Education Journal, 2(April-June), 42–46.

    Google Scholar 

  • Pittenger, D. J. (1993). Measuring the MBTI and coming up short. Journal of Career Planning and Employment, 54(1), 48–52.

    Google Scholar 

  • Rovai, A. P. (2003). The relationships of communicator style, personality-based learning style, and classroom community among online graduate students. The Internet and Higher Education, 6(4), 347–363.

    Article  Google Scholar 

  • Tzeng, O. C., Ware, R., & Chen, J. M. (1989). Measurement and utility of continuous unipolar ratings for the Myers-Briggs type Indicator. Journal of Personality Assessment, 53(4), 727–738.

    Article  Google Scholar 

  • Quenk, N. (2009). Essentials of Myers-Briggs Type Indicator Assessment (2nd ed.). Hoboken: John Wiley & Sons.

  • Lada Kaliská, (2013). Felder’s Learning Style Concept and its Index of Learning Style Questionnaire in the Slovak Conditions. GRANT journal ISSN, 1805-062X, 1805-0638. (online), ETTN 072-11-00002-09 4.

  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

    Google Scholar 

  • Honey, P., & Mumford, A. (1982). The Manuals of Learning Styles. Maidenhead: Honey Press.

    Google Scholar 

  • Myers, I., & Briggs, K. (2009). Available http://www.myersbriggs.org/my-mbtipersonality-type/mbtibasics. Accessed 30 Dec 2017.

  • Fry, R. (2015). Millennials Surpass Gen Xers as the Largest Generation in U.S. Labor Force. FactTank, May 11. Retrieved July 25, 2016, from the World Wide Web: www.pewresearch.org/facttank/2015/05/11/millennials-surpass-gen-xers-as-the-largest-generation-in-u-s-laborforce/.

  • Hosek, A. M., & Scott, T. (2016). Scripting knowledge and experiences for millennial students. Communication Education, 65(3), 357–359.

    Article  Google Scholar 

  • Howe, N., & Strauss, W. (2003). Millennials Go to College. Great Falls: American Association of Registrars and Admissions Officers and LifeCourse Associates.

    Google Scholar 

  • Rooney, M. (2003). Freshman Showman Rising Political Awareness and changing social views. Chronical of Higher Education, A.35–38.

  • Wilson, M. E. (2004). Teaching, learning, and millennial students. New Directions for Student Services, 2004(106), 59–71.

    Article  Google Scholar 

  • Sarma, S. Kr., Kakoty, S., & Lal, M. (2011). E-learning as a Research Area: an Analytical Approach. International Journal of Advanced Computer Science and Applications, 2(9), 144–148.

    Google Scholar 

  • Romiszowski, A. (2004). How’s the E-learning Baby? Factors Leading to Success or Failure of an Educational Technology Innovation. Educational Technology, 44(1), 5–27.

    Google Scholar 

  • Adewumi, M. G., Olojo, O. J., & Ajisola, K. T. (2012). E-Learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Science, 2(1), 203–210.

    Google Scholar 

  • Chen, S.-M., & Patricia, H. (2009). A comparison of four strategies to promote fair trade products. International Journal of Retail & Distribution Management, 37(4), 336–345.

    Article  Google Scholar 

  • Jung, C. G. (1923). Psychological types. London: Routledge Kegan Paul.

    Google Scholar 

  • Myers, I. B., & McCaulley, M. H. (1989). Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Boyle, G. J. (1995). Myers-Briggs Type Indicator (MBTI): Some psychometric limitations. Australian Psychologist, 30, 71–74.

    Article  Google Scholar 

  • Thompson, B., & Ackerman, C. M. (1994). Review of the Myers-Briggs Type Indicator. In J. T. Kapes, M. M. Mastie, & E. A. Whitfield (Eds.), A counselor’s guide to career assessment instruments (3rd ed., pp. 283–287). Alexandria: National Career Development Association.

    Google Scholar 

  • Allen, R. F. (1988). The relationship between learning style and teaching style of secondary teachers in South Central Kansas. Unpublished doctoral dissertation, Kansas State University, Manhattan.

  • Kiersey, D., & Bates, M. (1994). Please understand me: Character and temperament types (5th ed.). Del Mar: Prometheus Nemesis Books.

    Google Scholar 

  • Harvey, R. J. (1996). Reliability and validity. In A. L. Hammer (Ed.), MBTI applications: A decade of research on the Myers-Briggs Type Indicator (pp. 5–29). Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Carlyn, M. (1977). An assessment of the Myers-Briggs Type Indicator. Journal of Personality Assessment, 41, 576–599.

    Article  Google Scholar 

  • De Vito, A. J. (1985). Review of the Myers-Briggs Type Indicator. In J. V. Mitchell (Ed.), The ninth mental measurement yearbook (Vol. 2, p. 1000). Lincoln: University of Nebraska Press.

    Google Scholar 

  • Thompson, B., & Borrello, G. M. (1986). Construct validity of the Myers-Briggs Type Indicator. Educational and Psychological Measurement, 46, 745–752.

    Article  Google Scholar 

  • Tischler, L. (1994). The MBTI factor structure. Journal of Psychological Type, 31, 24–31.

    Google Scholar 

  • Salkind, N. J., & Rasmussen, K. (2008). Encyclopaedia of Educational Psychology (Vol. 1). Thousand Oaks: SAGE Publications, Inc.

    Book  Google Scholar 

  • Bacon, D. (2004). An examination of two learning style measures and their association with business learning. Journal of Education for Business, 79(4), 205–208.

    Article  Google Scholar 

  • Felder, R. M., & Spurlin, J. E. (2005). Applications, reliability and validity of the Index of Learning Styles. International Journal of Engineering Education, 21(1), 103–112.

    Google Scholar 

  • Livesay, G. A., Dee, K. C., Nauman, E. A., & Hites, L. S., Jr. (2002). Engineering Student Learning Styles: A Statistical Analysis Using Felder’s Index of Learning Styles. Presented at the 2002 ASEE Conference and Exposition, Montreal, Quebec, June 2002.

  • Van Zwanenberg, N., Wilkinson, L. J., & Anderson, A. (2000). Felder and Silverman's Index of Learning Styles and Honey and Mumford's Learning Styles Questionnaire: How do they compare and do they predict academic performance? Educational Psychology, 20(3), 365–380.

    Article  Google Scholar 

  • Zywno, M. S. (2003). A contribution of validation of score meaning for Felder-Soloman’s Index of Learning Styles. Proceedings of the 2003 Annual ASEE Conference. Washington, DC: ASEE.

  • Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57–72.

    Article  Google Scholar 

  • Kuri, N. P., & Truzzi, O. M. S. (2002). Learning styles of freshmen engineering students. Paper presented at the International Conference on Engineering Education, Arlington, VA.

  • Lopez, W. M. G. (2002). ILS – Inventário de estilos de aprendizagem de Felder-Saloman: investigação de sua validade em estudantes universitários de belo horizonte. Master Thesis, Universidade Federal de Santa Caterina, Brazil.

  • Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. D. (2005). A study of the reliability and validityof the Felder-Soloman Index of Learning Styles. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition. American Society for Engineering Education.

  • Wohlin, C., Runeson, P., Höst, M., Ohlsson, M. C., Regnell, B., & Wesslén, A. (2000). Experimentation in Software Engineering - An Introduction. Boston: Kluwer Academic Publishers.

    Book  MATH  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Management, Amritapuri, India

    Anju Kamal & Souhreda Radhakrishnan

  2. Amrita Vishwa Vidyapeetham, Kollam, India

    Anju Kamal & Souhreda Radhakrishnan

Authors
  1. Anju Kamal
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Souhreda Radhakrishnan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Anju Kamal.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix 1

1.1 Index of learning styles*

1.1.1 Felder-Silverman index of learning styles (ILS)

Directions

Enter your answers to every question on the ILS scoring sheet. Please choose only one answer for each question. If both “a” and “b” seem to apply to you, choose the one that applies more frequently.

  1. 1.

    I understand something better after I

  1. a)

    Try it out.

  2. b)

    Think it through.

  1. 2.

    I would rather be considered

  1. a)

    Realistic.

  2. b)

    Innovative.

  1. 3.

    When I think about what I did yesterday, I am most likely to get

    1. a)

      A picture.

    2. b)

      Words.

  2. 4.

    I tend to

    1. a)

      Understand details of a subject but may be fuzzy about its overall structure.

    2. b)

      Understand the overall structure but may be fuzzy about details.

  3. 5.

    When I am learning something new, it helps me to

    1. a)

      Talk about it.

    2. b)

      Think about it.

  4. 6.

    If I were a teacher, I would rather teach a course

    1. a)

      That deals with facts and real life situations.

    2. b)

      That deals with ideas and theories.

  5. 7.

    I prefer to get new information in

    1. a)

      Pictures, diagrams, graphs, or maps.

    2. b)

      Written directions or verbal information.

  6. 8.

    Once I understand

    1. a)

      All the parts, I understand the whole thing.

    2. b)

      The whole thing, I see how the parts fit.

  7. 9.

    In a study group working on difficult material, I am more likely to

    1. a)

      Jump in and contribute ideas.

    2. b)

      Sit back and listen.

  8. 10.

    I find it easier

    1. a)

      To learn facts.

    2. b)

      To learn concepts.

  9. 11.

    In a book with lots of pictures and charts, I am likely to

    1. a)

      Look over the pictures and charts carefully.

    2. b)

      Focus on the written text.

  10. 12.

    When I solve math problems

    1. a)

      I usually work my way to the solutions one step at a time.

    2. b)

      I often just see the solutions but then have to struggle to figure out the steps to get to them.

  11. 13.

    In classes I have taken

    1. a)

      I have usually gotten to know many of the students.

    2. b)

      I have rarely gotten to know many of the students.

  12. 14.

    In reading nonfiction, I prefer

    1. a)

      Something that teaches me new facts or tells me how to do something.

    2. b)

      Something that gives me new ideas to think about.

  13. 15.

    I like teachers

    1. a)

      Who put a lot of diagrams on the board

    2. b)

      Who spend a lot of time explaining.

  14. 16.

    When I’m analyzing a story or a novel

    1. a)

      I think of the incidents and try to put them together to figure out the themes.

    2. b)

      I just know what the themes are when I finish reading and then I have to go back and find the incidents that demonstrate them.

  15. 17.

    When I start a homework problem, I am more likely to

    1. a)

      Start working on the solution immediately.

    2. b)

      Try to fully understand the problem first.

  16. 18.

    I prefer the idea of

    1. a)

      Certainty.

    2. b)

      Theory.

  17. 19.

    I remember best

    1. a)

      What I see.

    2. b)

      What I hear.

  18. 20.

    It is more important to me that an instructor

    1. a)

      Lay out the material in clear sequential steps.

    2. b)

      Give me an overall picture and relate the material to other subjects.

  19. 21.

    I prefer to study

    1. a)

      In a study group.

    2. b)

      Alone.

  20. 22.

    I am more likely to be considered

    1. a)

      Careful about the details of my work.

    2. b)

      Creative about how to do my work.

  21. 23.

    When I get directions to a new place, I prefer

    1. a)

      A map.

    2. b)

      Written instructions.

  22. 24.

    I learn

    1. a)

      At a fairly regular pace. If I study hard, I’ll “get it.”

    2. b)

      In fits and starts. I’ll be totally confused and then suddenly it all “clicks.”

  23. 25.

    I would rather first

    1. a)

      Try things out.

    2. b)

      Think about how I’m going to do it.

  24. 26.

    When I am reading for enjoyment, I like writers to

    1. a)

      Clearly say what they mean.

    2. b)

      Say things in creative, interesting ways.

  25. 27.

    When I see a diagram or sketch in class, I am most likely to remember

    1. a)

      The picture.

    2. b)

      What the instructor said about it.

  26. 28.

    When considering a body of information, I am more likely to

    1. a)

      Focus on details and miss the big picture.

    2. b)

      Try to understand the big picture before getting into the details.

  27. 29.

    I more easily remember

    1. a)

      Something I have done.

    2. b)

      Something I have thought a lot about.

  28. 30.

    When I have to perform a task, I prefer to

    1. a)

      Master one way of doing it.

    2. b)

      Come up with new ways of doing it.

  29. 31.

    When someone is showing me data, I prefer

    1. a)

      Charts or graphs.

    2. b)

      Text summarizing the results.

  30. 32.

    When writing a paper, I am more likely to

    1. a)

      work on (think about or write) the beginning of the paper and progress forward.

    2. b)

      Work on (think about or write) different parts of the paper and then order them.

  31. 33.

    When I have to work on a group project, I first want to

    1. a)

      Have “group brainstorming” where everyone contributes ideas.

    2. b)

      Brainstorm individually and then come together as a group to compare ideas.

  32. 34.

    I consider it higher praise to call someone

    1. a)

      Sensible.

    2. b)

      Imaginative.

  33. 35.

    When I meet people at a party, I am more likely to remember

    1. a)

      What they looked like.

    2. b)

      What they said about themselves.

  34. 36.

    When I am learning a new subject, I prefer to

    1. a)

      Stay focused on that subject, learning as much about it as I can.

    2. b)

      Try to make connections between that subject and related subjects.

  35. 37.

    I am more likely to be considered

    1. a)

      Outgoing.

    2. b)

      Reserved.

  36. 38.

    I prefer courses that emphasize

    1. a)

      Concrete material (facts, data).

    2. b)

      Abstract material (concepts, theories).

  37. 39.

    For entertainment, I would rather

    1. a)

      Watch television.

    2. b)

      Read a book.

  38. 40.

    Some teachers start their lectures with an outline of what they will cover. Such outlines are

    1. a)

      Somewhat helpful to me.

    2. b)

      Very helpful to me.

  39. 41.

    The idea of doing homework in groups, with one grade for the entire group,

    1. a)

      Appeals to me.

    2. b)

      Does not appeal to me.

  40. 42.

    When I am doing long calculations,

    1. a)

      I tend to repeat all my steps and check my work carefully.

    2. b)

      I find checking my work tiresome and have to force myself to do it.

  41. 43.

    I tend to picture places I have been

    1. a)

      Easily and fairly accurately.

    2. b)

      With difficulty and without much detail.

  42. 44.

    When solving problems in a group, I would be more likely to

    1. a)

      Think of the steps in the solution process.

    2. b)

      Think of possible consequences or applications of the solution in a wide range of areas.

Appendix 2

1.1 Myers-Briggs type indicator (short version)

  1. 1)

    When you are with a group of people, would you usually rather

  1. a)

    Join in the talk of the group, or

  2. b)

    Talk individually with people you know well?

  1. 2)

    Do you usually get along better with

    1. a)

      Realistic people, or

    2. b)

      Imaginative people?

  2. 3)

    Which word in the pair appeals to you more?

    1. a)

      Analyze

    2. b)

      Sympathize

  3. 4)

    Does following a schedule

    1. a)

      Appeal to you, or

    2. b)

      Cramp you?

  4. 5)

    When you have to meet strangers, do you find it

    1. a)

      Pleasant, or at lease easy, or

    2. b)

      Something that takes a good deal of effort?

  5. 6)

    If you were a teacher, would you rather teach

    1. a)

      Fact courses, or

    2. b)

      Courses involving theory?

  6. 7)

    Which word in the pair appeals to you more?

    1. a)

      Foresight

    2. b)

      Compassion

  7. 8)

    Do you prefer to

    1. a)

      Arrange dates, parties, etc., well in advance, or

    2. b)

      Be free to do whatever looks like fun when the time comes?

  8. 9)

    Are you

    1. a)

      Easy to get to know, or

    2. b)

      Hard to get to know?

  9. 10)

    Is it higher praise to say someone has

    1. a)

      Common sense, or

    2. b)

      Vision?

  10. 11)

    Which word in the pair appeals to you more?

    1. a)

      Firm

    2. b)

      Gentle

  11. 12)

    Does the idea of making a list of what you should get done over a weekend

    1. a)

      Appeal to you, or

    2. b)

      Leave you cold

  12. 13)

    Do you tend to have

    1. a)

      Broad friendships with many different people, or

    2. b)

      Deep friendships with a very few people?

  13. 14)

    Would you rather have as a friend someone who

    1. a)

      Has both feet on the ground, or

    2. b)

      Is always coming up with new ideas?

  14. 15)

    Which word in the pair appeals to you more?

    1. a)

      Thinking

    2. b)

      Feeling

  15. 16)

    When it is settled well in advance that you will do a certain thing at a certain time, do you find it

    1. a)

      Nice to be able to plan accordingly, or

    2. b)

      A little unpleasant to be tied down?

  16. 17)

    At parties, do you

    1. a)

      Always have fun, or

    2. b)

      Sometimes get bored?

  17. 18)

    Would you rather be considered

    1. a)

      A practical person, or

    2. b)

      An ingenious person?

  18. 19)

    Is it a higher compliment to be called

    1. a)

      A consistently reasonable person, or

    2. b)

      A person of real feeling?

  19. 20)

    Is it harder for you to adapt to

    1. a)

      Constant change, or

    2. b)

      Routine?

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kamal, A., Radhakrishnan, S. Individual learning preferences based on personality traits in an E-learning scenario. Educ Inf Technol 24, 407–435 (2019). https://doi.org/10.1007/s10639-018-9777-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-018-9777-4

Keywords

Search

Navigation