Learning Styles

Extraversion – Introversion
(Afective/temperament learning styles)

Niklas Grunwaldt
• Extraversion/introversion occurs along a
continuum. (not bipolar)
• People who fall at the extremes have clear
preferences.
• Those who fall in the middle are called
"ambiverts" and can function well in many
different situations.
 Problem in education
extreme extra/introvert learners.

• Learning environments that are stimulating

enough for extraverts are too stimulating
for introverts, and vice versa!
Extroverted learning styles
Approximately 60% of learners are extroverted learners.
 Characteristics of Extraverts
• Talk more and tend to take action with less reflection
• Work better in groups than alone
• Good at interpreting body language & facial
expressions
• Excel during classes with high levels of activity
• Respond well to praise and competition
• Prefer quicker, less accurate approach
• Good at tasks involving short-term memory
• Highly resistant to distraction in interference
conditions involving divided attention
• Prefer bright colors, loud music, and excitement
 Extraverts motto is:
Ready, Fire, Aim
• Extraverts find energy in things and
people.
• They prefer interaction with others, and
are action oriented.
• Extraverts are interactors and "on-the-
fly" thinkers.
• For the extravert, there is no impression
without expression.
 Classroom
• Our culture and the face-to-face
classroom seem to favor extraversion.
• Extraverted students learn by explaining
to others. They do not know if they
understand the subject until they try to
explain it to themselves or others.
• Extraverted students enjoy working in
groups. Consider in-class or outside-of-
class group exercises and projects.
 Call

• Extraverts have been found to enjoy the

computer-mediated communication.
They are more likely to use emoticons.
• Videoconferencing, with its high sensory
perception and attempt to replicate face-
to-face interaction, may be favored by the
extravert if the instructor includes social
activities such as class discussion and
group work.
 Exercises fitting extroverts

• Group work
• Videoconferencing
• class discussions
• Multimedia
• Chat rooms
• Thinking Aloud Paired Problem Solving (TAPPS)
method
• Nominal Group Method
 Famous Extraverts:

• Bill Clinton
• John F. Kennedy
• Captain James T. Kirk
Introverted learning style
Approximately 40% of learners are introverted learners.
 Introverts motto:
Ready, Aim, Aim, .....
• Introverts find energy in the inner world of
ideas, concepts, and abstractions. They
can be sociable but need quiet to
recharge their batteries.
• Introverts want to understand the world.
• Introverts are concentrators and reflective
thinkers.
• For the introvert, there is no impression
without reflection.
 Characteristics of Introverts:
• Talk less and reflect more before acting
• Like to be quiet
• Better at reflective problem solving and tasks involving
long-term memory
• Like to work independently or with one or two other people
• Prefer slower, more accurate approach
• May have trouble establishing rapport with others
• Oriented toward inner world of ideas and feelings
• Prefer low sensory input and low levels of activity
• Excel at focusing attention for long periods of time in
situations if there are no distractions
• Have a lot going on in their inner world
 Classroom
• Introverted students want to develop frameworks
that integrate or connect the subject matter. To
an introvert, disconnected chunks are not
knowledge, merely information. Knowledge
means interconnecting material and seeing the
"big picture."
• Teach students how to chunk, or group and
interconnect, knowledge.
• Let students build a compare/ contrast table,
flowchart, or concept map.
 Call
• The introvert are at an advantage with
asynchronous computer-mediated
communication.

• Introverted, quieter students benefit the

most from asynchronous CMC.
 Exercises fitting introverts

• Individual work
• Reading and writing assignments
• Asynchronous computer-mediated communication
• compare/ contrast table,
• Flowchart
• concept map.
 Famous Introverts

• Thomas Jefferson
• Al Gore
• Mr. Spock
The end
 TAPPS
• Teacher poses question and provides quiet time
for students.
• Teacher designates the explainer and listener
within each dyad.
• Explainers explains ideas to listeners. Listeners
can (1) ask questions of clarification, (2)
disagree, or (3) provide hints when explainers
becomes lost
• Teacher critiques some explainers' answers and
provides closure
• back
 Nominal Group Method
• Teachers pose question and provide quiet
time for students.
• Each team member shares ideas with
others in a round-robin fashion.
• Teams discusses ideas and reaches
closure.
• Teacher critiques some team's answers
and provide closure.
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