MBTI® Personality Preferences and Diverse Online Learning Experiences
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this case study was to explore students' experiences of asynchronous interactions with other students and with their instructor during an online study module. The module, part of a university course in teacher-librarianship, was designed to assist these students to understand how knowledge of the Myers Briggs Type Indicator could be used to promote positive partnerships. The case study comprised data from two classes of students (70 students total) who took this module as part of their postgraduate course in teacher-librarianship in 1999 and 2000. The data from student feedback at the end of the module were analyzed in terms of how different MBTI personality preferences experience an online learning community. Students were found to be operating in two different environments, and each environment gave rise to a different identity: (a) community interactive, and (b) independent. In each environment, students with different personalities reported different experiences. Implications for understanding how students with different personalities address their online learning environment and suggestions for future research are addressed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it