Teaching by Style: Profiling Online Instructors Using the MBTI

1. Teaching by Style: Profiling Online Instructors Using the MBTI ALN Conference November, 2000 Dr.Rena Faye Norby Dr. Sharon Strand Black Hills State University Spearfish, SD

2. Who, When, What • TTL for In-service Teachers • Faculty K-12/Higher Ed first year • All K-12 faculty the next year • Fall - Spring, 1999 & 2000 • Internet Based Courses • Follow-on Courses for Technology for Teaching and Learning (TTL) Academies • Delivered by WebCT Black Hills State University, College of Education, 57799-9122

3. Online Challenges • First year: Students & instructors new & uneasy in this environment • Online tutorial provided, but not everyone used it • Both years – not all faculty had met their students face-to-face Black Hills State University, College of Education, 57799-9122

4. Course Designers Noticed... Year One - There appeared to be a connection between personality style and adaptability to On-Line instruction Year Two – Wondered if there would be a difference with all K-12 Instructors Black Hills State University, College of Education, 57799-9122

5. Why Were These Studies Done? • Explore Personality Styles of On-Line Instructors • Integrate Previous Research on the Myers-Briggs and the Gregorc Inventories • Offer Guidelines and Suggestions for Faculty Development • Replicate Results of First Year Black Hills State University, College of Education, 57799-9122

6. The Instruments • Gregorc Transactional Ability Inventory • Myers-Briggs Type Indicator Black Hills State University, College of Education, 57799-9122

7. Gregorc Transaction Styles • Concrete Sequential (CS) • Abstract Sequential (AS) • Abstract Random (AR) • Concrete Random (CR) Reference: Butler, K. A. Learning and Teaching Style: In Theory and Practice. Maynard, MA: Gabriel Systems. FOR MORE INFO... Black Hills State University, College of Education, 57799-9122

8. Myers-Briggs Type Indicators • Introvert/Extrovert • Sensing/iNtuitive • Thinking/Feeling • Perceiving/Judging Black Hills State University, College of Education, 57799-9122

9. What’s Your Style? ENTJ ENFP AR CS AS ENTP ISFJ CR ENFJ INTJ Black Hills State University, College of Education, 57799-9122

10. FACE-To-FACE….. Now, take a few minutes to complete your Gregorc Inventory ... Black Hills State University, College of Education, 57799-9122

11. First Year Survey Results • 76% of respondents found the experience • exciting, • stimulating, and • frustrating • 82% expressed interest in teaching online again Black Hills State University, College of Education, 57799-9122

12. First Year Results (cont.) • MBTI “J’s” were least likely to enjoy teaching on line • Gregorc “Random’s” (either Concrete or Abstract) were most likely to enjoy the online teaching experience Black Hills State University, College of Education, 57799-9122

13. Adapting Your Style Black Hills State University, College of Education, 57799-9122

14. Myers-Briggs Type Indicators

15. Extrovert Strengths • Prefers dialogue and cooperative study; • Prefers variety and activity; • Welcomes interruptions Black Hills State University, College of Education, 57799-9122

16. Possible Problems for Extroverts • Prefers dialogue and discussion; • Likes having people around; • Prefers face to face discussion over written communication; • Often acts quickly without thinking; • Often impatient with slow moving tasks Black Hills State University, College of Education, 57799-9122

17. Introvert Strengths • Prefer lectures; • Prefer little interpersonal involvement; • Require quiet for concentration; • Like working alone; • Like to think before taking action; • Like to communicate one-on-one; • Tend to work for long periods of time Black Hills State University, College of Education, 57799-9122

18. Possible Problems for Introverts • Does not like to be interrupted Black Hills State University, College of Education, 57799-9122

19. Sensing Strengths • Prefers step-by-step and traditional curricula; • Likes realistic applications; • Enjoys applying what is already known by giving examples and details; • Likes to follow an agenda; • Seldom makes errors of facts Black Hills State University, College of Education, 57799-9122

20. Possible Problems for Sensing Types • Prefers structure • May ignore or not trust inspirations; • Likes to do practical things; • Less willing to adopt new methods Black Hills State University, College of Education, 57799-9122

21. Intuitive Strengths • Likes self instruction and independent study; • Likes change; • Prefers global schemes; • Likes solving new and complex problems; • Likes the novel, the unusual, the innovative; • Most likely to be visionaries seeing new possibilities in change Black Hills State University, College of Education, 57799-9122

22. Possible Problems for Intuitives • Prefers focusing on concepts; • Likes change; • Enjoys learning new skills more than using them; • Is willing to follow insights; • May make errors of fact; • Do not have a high need for structure Black Hills State University, College of Education, 57799-9122

23. Thinking Strengths • Prefers teacher directed activities and lecture; • Can work without harmony; • Feels rewarded by finishing a task; • Seeks involvement with tasks; • Presents goals and objectives first Black Hills State University, College of Education, 57799-9122

24. Possible Problems for Thinking Types • Likes to do peer work; • Gives criticism well; • Feels rewarded by finishing a task; • Tends to be brief and concise Black Hills State University, College of Education, 57799-9122

25. Feeling Strengths • Tends to be sympathetic; • Feels rewarded when people's needs are met; • Is sociable and friendly. Black Hills State University, College of Education, 57799-9122

26. Possible Problems for Feeling Types • Prefers simulations or case studies; • Uses small group work; • Uses values to reach conclusions; • Works best in harmony; • Seeks involvement with people Black Hills State University, College of Education, 57799-9122

27. Judging Strengths • Prefers formalized instruction; • Works best when they can plan their work; • Likes to get things settled and finished; • Seeks structure and deadlines; • Focuses on the task Black Hills State University, College of Education, 57799-9122

28. Possible Problems for Judging Types • Prefers a predictable routine; • Likes tradition; • Works best when they can follow the plan; • Reaches closure quickly; • Expects others to follow through Black Hills State University, College of Education, 57799-9122

29. Perceiving Strengths • Prefers independent study programs; • Likes flexibility; • Looks for different options before making a decision; • Adapts well to changes; Black Hills State University, College of Education, 57799-9122

30. Possible Problems for Perceiving Types • Prefers less structured programs • Likes flexibility; • Likes leaving things open for last minute changes; • Postpones unpleasant tasks; • Feels restricted without opportunity for change; • Focuses on the process; • Expects others to change and adapt Black Hills State University, College of Education, 57799-9122

31. Gregorc's Transactional Ability Inventory This Inventory Is Used to Describe Adult Methods of Transacting With Their Environments

32. Concrete Sequential Strengths • Uses step-by-step methods of instruction; • Needs a quiet instructional environment; • Plans and organizes time and space; • Knows the acceptable ways of doing things and performs accordingly; Black Hills State University, College of Education, 57799-9122

33. Concrete Sequential Strengths • Uses facts and focuses on details; • Is consistent and efficient; • Creates real and practical products; • Stresses cognitive domain in learning Black Hills State University, College of Education, 57799-9122

34. AR (abstract random) • Look for the trees in the forest • Become aware of and focus on critical time limits for self and cyber learners • Attend to important details and student needs • Explain fully and clearly before assuming cyber learners will understand Black Hills State University, College of Education, 57799-9122

35. CR (concrete random) • Learn to prioritize when designing on-line coursework • Persevere and follow-through when managing an internet-based class • Learn how to pace self and the course flow Black Hills State University, College of Education, 57799-9122

36. AS (abstract sequential) • Lighten up and be less concerned with perfection • Be willing to try teaching on-line and coping with the challenge of working cooperatively in group discussions • Work on facing the unpredictable (which technology can be!) Black Hills State University, College of Education, 57799-9122

37. Final Results of This Year’s Survey ** There was a 25% return rate – possibly due to K-12 instructors who are very busy at the time of year the survey was distributed and lost the paperwork before they could return it ** this year’s respondents were enthusiastic about on-line teaching in the future ** no MBTI “J’s” appeared in this year’s results ** K-12 teachers routinely work 2 jobs due to low salaries – this may have been a positive experience because it afforded some extra income ** The respondents were all “AR” or “CR” on the Gregorc – these people are optimistic, and flexible! Black Hills State University, College of Education, 57799-9122