International
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Educational
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Myers Briggs Type Preferences in Distance Learning Education

Carolyn Soles, ME.D., Penn State University;
Leslie Moller, Ph.D., Penn State University

Abstract

The purpose of this article is to explore why educators may want to consider the student learning characteristics of Myers-Briggs Type Indicator preference, learning style and the need to manage the asynchronous learning environment when designing online distance learning programs. This article will demonstrate how these three elements affect the learner’s online distance learning experience and contribute to how successful the learner feels in the experience. Educators need to provide more than the access to information. As with traditional education, distance educators need to understand the learner and design distributed learning environments that facilitate positive educational experiences. Secondly, it will suggest strategies a designer may want to incorporate in the design to meet these needs.

Introduction

Today's technology enables learners and educators to break free of the more traditional educational models. As Don Tapscott (1997) comments in his book, The Digital Economy, network computing now makes it possible to "customize down to the individual." Just as products can now be easily customized, learning can be customized to fit an individual learner's needs and interests. Online distance learning is one vehicle for this educational customization. It holds the potential for redefining education, as we once knew it and offers learning to anyone at anytime.

Like traditional instruction, teachers and instructional designers developing distance learning still need to consider the basic design and development components; however, they also need to consider the target audience in a broader concept, one that can access the educational experience anytime and anywhere. To take full advantage of this potential for educational customization in the planning stages for distance learning, teachers and instructional designers should recognize the different learning styles of the target audience and plan for these differences by providing flexible course designs. Learning styles in this article means "the 'students' learning styles characterized by perceptual preferences, that is, preferences for the sensory channels [auditory, visual, tactile or kinesthetic] through which they receive information" (Thompson, 1998).

As the traditional mindset broadens from a four-walled learning environment to an online distance-learning environment, a different teaching-learning process is often encountered. In other words, it's more than just adding in technology the roles of both the teacher and learner change. In this process, Palloff and Pratt (1999) suggest that the teacher may continue to define the course content. However, the students often have the opportunity to explore that content collaboratively and pursue their own interest areas of the course content. Although online distance learning presents a new teacher-learner process, this article will focus on the impact on the learner in that process. Learners are more actively involved in their learning which demands an increase in self-direction and discipline. As Palloff and Pratt (1999) claim, students are responsible for logging on and must contribute to the learning process by posting their thoughts and ideas to the online discussion. Jungian based psychologists add that people’s personality preferences influence the way they may or may not want to become more actively involved in their learning, as well as take responsibility for the self-direction and discipline. One mechanism for influencing the design of the distance education course examines how learners may react, to the instruction, given their preferred learning style.

Myers-Briggs Type Indicator (MBTI)

Table 1: The Four Myers-Briggs Type Indicator Preferences and the Basic Definition of the Preference

Myers, Isabel Briggs, Introduction to Type, Consulting Psychologists Press, 1993, p.3.

Table 1 above illustrates the four Myers-Briggs Type Indicator preferences and the basic definition of the preference. More specifically, "people who prefer Extroversion tend to focus on the outer world of people and external events. They direct their energy and attention outward and receive energy from external events, experiences and interactions. They prefer to communicate by talking and learn best through doing or discussing. People who prefer Introversion focus on their own inner world of ideas and experiences. They direct their energy and attention inward and receive energy from their internal thought, feelings, and reflections. They prefer to communicate in writing and learn best by reflection, mental ‘practice’" (Myers, 1993, p.4).

How might an introvert style approach distance learning? This article suggests that online distance learning for the introvert may offer the opportunity to gather information from numerous sources, read and reflect on that information, then fit it into a framework that connects it to learning situation. In addition, the introvert may pace himself/herself and reflect on information before communicating those ideas and comments to the other online learners. The asynchronous communication enables them to see messages and ideas from other team members, reflect on that information, think through a reply, then communicate it.

Bates (1995) states that equity is often mentioned as a benefit of online learning; the relative anonymity of computer communications has the potential to give voice to those reluctant to speak in face-to-face situations and to allow learner contributions to be judged on their own merit, unaffected by "any obvious visual cultural markers" (Bates 1995, p. 209). This article suggests that this equity and relative anonymity may appeal to the introverted and thinking preference styles because as Myers’ (1993) work indicates, learners with these preferences like time to reflect on their ideas and process them internally. This article also proposes that they, therefore, may, in face-to-face situations such as the traditional classroom setting, appear reluctant to give opinions when they merely need reflection time. The extroverted, intuiting preference styles, however, may find online learning a challenge since they prefer talking about their ideas.

Unlike introverts, according to Myers (1993), extroverts find energy in things and people, prefer interacting with others, and tend to be action-oriented. Leanmont (1997) explains that extroverts think while talking – they like to express their thoughts verbally and often spend little time reflecting before speaking. Leanmont (1997) further says that learners learn by teaching others. They do not know if they understand the subject until they try to explain it to themselves or others. Only then do they realize they understand the material. This article purposes that extroverted learners may enjoy working in groups, collaborating on problem solving activities. It also suggests that online distance learning for the extrovert may present a challenge since, according to Myers (1993), the extroverted person needs to draw energy from the person he or she interacts with. When that interaction occurs via the computer, this article contends that the extroverts may prefer synchronistic communication that can transmit the sense of energy more easily than asynchronous communication. Synchronous learning provides the sense of action as they talk online. In addition, newer technology such as videoconferencing may provide the face-to-face personal interaction that the extroverted preferences need.

Wiesenberg and Hutton (1995) conclude that building a learning community is of critical importance to the creation of a successful virtual classroom. This article suggests that building an online learning community may occur by introducing participants and assigning them to group projects, thereby, serving the needs of the four MBTI preferences, and, especially, learners with an extroverted preference. Hence, building community becomes a critical issue for teachers and instructional designers. Moller (1998) states, "A community in a distance-learning situation functions similarly to any community in that its two prime functions are to provide (a) social reinforcement and (b) information exchange. More specifically, community plays an integral role in successful asynchronous distance learning by providing the learner with three different types of support: (a) academic, (b) intellectual, and (c) interpersonal (Moller, 1998)." By incorporating consensus building and group projects and structuring courses to involve learner’s collaboration with distance colleagues, this article proposes designers can establish the formation of community. Such activities support the social reinforcement element by enabling learners to feel included and part of the group, a factor that affects learner satisfaction and achievement. "The nature of asynchronous communication combined with a dialogue-based approach enables a high degree of individualization, which can lead to the learner’s feeling a sense of control (Moller, 1998)." Fostering learning-to-learn, self-directed learning and critical reflection activities are ways to fulfill the needs of the diverse preferences within the community.

Myers (1997) considers the second MBTI preference, Sensing (S) and Intuition (N), as ways of perceiving and acquiring information and describes the Sensing as: likes the concrete, learns sequentially, deals with known facts, trusts experience and is drawn to precise work. Similarly, for the Intuition as: likes the abstract, learns by seeing connections, deals with possibilities, trusts theories more than experience, and is drawn to creating designs. Leanmont (1997) adds, "Sensing learners rely on their five senses. They are detail-oriented, want facts and they trust them. Sensing learners prefer organized, linear, and structured lectures and various elements of systematic instruction which address these needs (Leanmont, 1997)." Myers (1997) supports Leanmont’s statement that sensing learners rely on their five senses as she characterizes the sensing preference by saying, "Gathers information by way of the five senses – sight, sound, feel, taste, and smell - either from the outer world or stored impressions."

In an online distance-learning situation, the authors suggest that sensing learners may need the structured framework of the course with specific guidelines and directions. They may need the course objectives and may want to know what is expected and when. They, therefore, may appreciate establishing a learning contract where they set their learning goals. If put into a team situation, the sensing learner may organize the team and suggest the how, when and who for the group project process. They may assume this role whether in a face-to-face or online distance learning experience. In online distance learning, sensing preference words and questions may indicate a person is working from that preference. For example, they may ask for facts and may suggest concrete, step-by-step procedures to solve the problems. They may prefer asynchronous situations to which they can reply in their organized, detail fashion and may find the team members who intuit the big picture frustrating both in a regular classroom and online distance setting.

This article suggests that online distance learning provides unlimited opportunities for the intuitive learner to explore his/her hunches and present the "big picture" framework and that they may enjoy a combination of synchronous and asynchronous communications in distance learning situations. The Internet presents limitless possibilities for a learner with this preference that enjoys discovery, construct-your-own-meaning type of learning experience. This type of learner could be encouraged to explore workspaces that allows for simulations, experimentation or application. For example, an economics student would be encouraged to use a spreadsheet to visualize the implications of an economic model, whereas an engineering student may use a CAD simulator to test the stress-load of a bridge in a given atmospheric condition.

Myers (1997) considers the Thinking (T) and Feeling (F) preferences as the ways people decide and evaluate and describes the thinking preference as: decides based on logic, analysis and principles, finds flaws and criticizes, focuses on analyzing plans and questions – why. Similarly, for the feeling preference, she states: decides on personal values and the impact of the decision on people, focuses on understand self and others’ needs, tends to accommodate.

Leanmont (1997) supports Myer’s by stating that, thinking learners decide things impersonally, relying on analysis, logic, and principle. Fairness often is a high value for these people. What could be fairer than focusing on the situation's logic, and placing great weight on objective criteria in making a decision. Leanmont continues suggesting that thinking learners prefer clear course and topic goals, outcomes and objectives. These learners want to see precise, action-oriented cognitive, affective and psychomotor objective. These learners want to know what they have to do to learn the material. This article suggests that learners with a MBTI preference of thinking (T) may enjoy an online distance learning situation if it follows a more traditional course style, i.e. course goal, objectives, planned interactive activities and tests to measure progress. They may respond positively to analyzing case studies and solving logical, cause and effect situations. Learning contracts may encourage these learners to determine their own goals and set clear expectations; elements that may increase their motivation.

Myers (1997) states that feeling learners make decisions by focusing on human values and needs. They tend to be persuasive and facilitate the differences among group members. This article proposes that feeling learners may prefer small group exercises and working in harmonious groups, since harmony, according to Myers, is a high value for many of these people. The intuitive and feeling preference learners may like the open-ended, constructivist format that online distance learning may provide. They may, however, miss the personal face-to-face small group interaction unless some of the distance learning involved synchronous environments.

Myers (1997) states that the judging and perceiving preferences are the ways people interact with their environment and characterizes the judging as: decisive, planned and orderly, feels comfortable establishing closure, works best when they can plan and follow the plan, likes definite order and structure. She characterizes the perceiving preference as: flexible, adaptable and spontaneous, feels comfortable maintaining openness, enjoys working on difference projects, enjoys last minute rushes and goes with the flow.

Once again, Leanmont (1997) supports Myer’s by stating that judging preference people are decisive, self-starters and self-regimented. They focus on completing the task, only want to know the essentials, and act quickly. They plan their work and work their plan. Deadlines are sacred. Judging learners appreciate any resources that can help them plan their work. The teacher may help judging learners by encouraging self-improvement.

Perceptive learners, on the other hand according to Leanmont, are curious, adaptable, and spontaneous. They start many tasks, want to know everything about each task, and often find it difficult to complete a task. These learners stretch deadlines while they gather more information. Perceptive learners often postpone doing an assignment until the very last minute. They are not lazy. Quite to the contrary, they seek information to the very last minute (and sometimes beyond).

This article proposes that people working alone with either the judging or perceptive preference may be fine with online distance learning because they can work at their preferred pace – scheduled or at the last minute to meet the deadline. The challenge may arise, like in a regular classroom setting, when people are assigned project teams. For example, if the team has one strong judging preference person, another perceptive preference and two who are slightly judging preferences, here’s what might occur. The strong "J" may immediately establish a daily schedule that the team needs to follow to answer each case study question. The less "J" preferences may want to negotiate a weekly deadline while the "P" preference may feel that the group can work with less structure and still meet the deadline since a last minute approach to a deadline is this preference’s way of interacting.

The table below identifies online distance learning activities that educators and designers may want to use to support the MBTI combination of Extroverts and Introverts as they perceive or acquire information. These combinations are: IS, ES and IN, EN. Using the optimal activity for a learning preference will encourage heightened learning activity and achievement.

The Myers Briggs Preference and Learner Traits columns are based on Isabel Briggs Myers, Introduction to Type, 1993. The Online Distance Learning activities are the authors’ suggestions.

While educators agree that most individuals can learn, different people have different strengths and respond differently to the learning environment, resources and delivery method. It is reasonable to conclude in this paper that the better the match is between the learner preferences and the environment, resources and methods, the higher the potential for learning achievement to occur. One approach to learning styles is to determine the person’s preference and incorporate it into the learning experience. However, in an online learning situation, determining this preference may be more limited than a more traditional classroom setting where the educator has the face-to-face interaction. On the other hand, this article suggests that the delivery methods available today for online distance learning may offer almost unlimited ways to support these learning styles more creatively and effectively than traditional settings.

This article suggests that teachers and instructional designers may need to recognize the four learning styles: auditory, visual, tactual or kinesthetic and incorporate a delivery method to help meet these styles. Auditory learners find it easy to learn by listening. They prefer verbal instructions. They often do well working out solutions or problems by talking aloud so they can hear the solution, similar to the Myers-Briggs extroverted preference. This learning style may respond well to videoconferencing and synchronous on-line activities. Visual preferences like to learn through descriptions and demonstrations. They use lists to organize thoughts and often have well-developed imaginations. Computer based instruction and training programs may work well for this style. The tactual preference needs are met basically in operating the computer technology. The Internet research appeal to this style’s need as their hands on the keyboard and mouse moves them through the learning environment. Lastly is the learner with a kinesthetic preference who thinks and learns best while moving. This paper suggests that this learning style may experience difficulty with online distance learning that usually necessitates sitting at a computer.

As a summary of the brief discussion on learning styles, this article suggests in Table 3 below possible distance learning delivery methods for each learning style and also which Myers-Briggs preference, Extrovert, Introvert, Sensing or Thinking, may fit both the learning style and delivery method.

In online distance education, this article suggests that the learner may feel isolated and that the isolation factor may have more effect on the learner with a Myers-Briggs extroverted personality preference than on the introverted preference. This is because he extrovert requires a social presence, a dialogue as part of their learning process. Removing "others" does not allow the extrovert to have the necessary social systems and thus will likely result in feeling unsatisfied and isolated. Applying collaborative learning activities such as group projects that involve problem-solving, planning, analysis and synthesis processes and providing group dialogue and chats technologically may accommodate extroverts as well as introverts. They may also address sensing, thinking, judging and perceiving preferences through these activities. "The activity may be instructor-based where it is embedded into the course design or guided by the instructor, or learner-based, where learners are asked to carry it out on their own" (Olgren, 1998). Without such applications, this article questions if the extroverted learners may lose interest and drop out of the online earning experience. A tactic that may assuage this isolation factor in a higher education situation where people have registered for a course, is an "instructor-initiated phone contact during the first three weeks to ask if the student had any concerns" (Gibson, 1998). In addition, the extrovert may need the motivational factors that arise from the contact or competition with other learners. The introverted preference type, however, may be less affected by the isolation and be more motivated when competition with others is reduced and when the interaction is designed for reflective dialogues and collaboration.

Pratt’s (1996) research supports this idea. It indicates that "an introverted person will probably become more successful online, given the absence of social pressures that exist in face-to-face situations. Conversely, extroverted people may have more difficulty establishing their presence in an online environment, something that is easier for them to do face to face" (Pratt, 1996).

Since some models of asynchronous learning may lack the immediate support of a facilitator or trainer who is present and able to motivate and, if necessary, give attention to actual needs and difficulties that arise during the learning situation, feedback from the instructor to the learner may be critical. Frequent feedback via emails, from the perspective of this article, may build the relationship and may contribute to the learner’s self-confidence and motivation in the online situation. Once again, this article suggests providing learning activities that involve interaction such as posting messages, opinions and comments on what students have discovered and/or learned, and promoting the collaboration of sharing that information, may be essential. Participation is important if learners are to learn from one another and, thereby, receive feedback in this manner. Therefore, the course design needs to establish participation guidelines and expectations. Instructors need to pay attention to who is responding and posting messages and who is not and remind students of their responsibility to do so. Without face-to-face contact distant students may feel ill at ease with their teacher as an "individual" and uncomfortable with their learning situation. Designers may also want to consider the fact that distance learning means that the learner and educator are in separate locations, thus have limited day-to-day experiences and, therefore, rapport takes longer to establish. Interactive technology such as teleconferencing and videoconferencing begin to minimize this support consideration.

Teachers and instructional designers for online distance learning may deal with an audience whose motivation is heightened by the educational and training opportunities offered to them through distance learning. The learners may see learning as a life-long process, supported and/or mandated by their employment situations. For learners who have grown up with technology as a part of their life at home, school or work, distance learning is a natural, comfortable way to experience learning from a technological perspective. Others who have not had this experience, however, may require a longer adjustment period until they feel comfortable technologically in the distant learning environment. "Comfort with the technology (both hardware and software) contributes to a sense of psychological well-being and thus to a greater likelihood of participation" (Palloff & Pratt, 1999). A learner with intuitive and feeling preference may respond to instruction that addresses technology issues and usage to ensure this sense of well-being. Including technological information, tips and easy access for help as a part of the instruction are elements to increase learner’s self-confidence when they are new to distance learning or a particular delivery method.

To better understand the distant learners and their needs, teachers and instructional designers may need to consider their ages, cultural backgrounds, past experiences, interests and educational levels. "In general, when trying to accommodate a variety of learning styles [ages, backgrounds, interests and educational levels] in the instructional design, it is always best to design alternative activities to reach the same objective and give the students of option of selecting from these alternative activities those which best need their preferred learning style" (Snachez and Gunawardena, 1998). When possible, assess the learners’ familiarity with the various instructional methods and delivery systems, determine how they will apply the knowledge gained in the course, and note whether the class will consist of a broad mix of learners or discrete subgroups with different characteristics (e.g. urban/rural, undergraduate/graduate). When possible, visit distant sites and interview prospective students, both individually and in small groups. Colleagues who have worked with the target population can also offer advice. Or consider investing in a project similar to one that Breyard Community College did. They secured funds to train faculty on using of the most effective and innovative methods for online instruction. Now faculty collaborate with colleagues, administrators, and technical staff to design curricula, revise instructional policy, and develop innovative and academically sound teaching techniques that support and optimize student learning.

Online distance learning presents opportunities and challenges as it responds to the diversity of 21^st century learners and the world in which they live and work. Educators face numerous unresolved issues and questions as traditional education methods broaden into technological areas that provide learning to anyone at anytime.

Significant opportunities result from technology's potential for creating "customized" educational programming tailored to meet an individual student’s learning preferences and strengths. Conversely, the challenge is to identify what those learning preferences and strengths are for a given learner and utilize instructional designs which maximize a learner’s potential. In this article, the Myers-Briggs Type Indicator (MBIT) is presented as one method for analyzing learners. The article then goes on to suggests specific instructional strategies that correspond to each of the four Myers-Briggs types and are appropriate for a distance learning situation.

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