Introverted Learners: Harnessing the Strengths of Quiet Students using Educational Technologies Jennifer L. Sackhoff, M.A. Instructional Designer University of Missouri – Kansas City
Brent W. Schneider, M.A. Doctoral Candidate Counseling Psychology Oklahoma State University
Brief History of Introversion Carl Jung • People perceive external stimulus but their interpretations are part of the internal meaning they bring to the facts • Influenced by their subjective experiences of sound, sight, touch, smell, taste • Private, hypersensitive, quiet, thoughtful, passive, calm • Theory used to devise Myers-Briggs Type Indicator
Brief History of Introversion Hans Eysenck • Closer to our “traditional” definition • Quiet, passive, careful, reserved, thoughtful • Provided biological/genetic basis for introversion • Cortical arousal level for introverted individuals is high • Threshold is very low • Does not take much stimulation to over stimulate introverted individual
Introversion Traits and Behaviors • Uncomfortable in crowded situations • Submissive • Confused by some social interactions • Sensitive to judgement • Serious • Reserved
• • • • • • •
Reflective Solitary activities Few deep friendships One activity at a time Observe before participating Think before talking Easily tire in “extraverted” environments
Myths about Introverts • Have no social skills •
Have social skills, but may not exercise them much because it takes energy
• Shy •
Shy or socially anxious implies a form of judgement from others
• Depressed •
Are more reserved and need more time alone to recharge
• Unfriendly •
Hard to engage in superficial conversation or be around a lot of people or new people
How does this look in the classroom? • Instructor may perceive as: • Unmotivated • Disengaged • Confused • Deep learning not occurring
Things to Think About… • Cold Calling is the introvert “kiss of death” • Group Work • Think/Pair/Share
• Public Speaking • A PASSIONATE topic • Practice with friend, then with a group of friends, then in class
“Classroom Engagement” vs. “Classroom Participation” Mentimeter • Interactive polling • Class collaboration
Participate in Mentimeter poll
“Classroom Engagement” vs. “Classroom Participation” Quizizz • Gamified design • Live or asynchronous interaction
Participate in quizizz. Discuss the live reporting.
LMS has wealth of tools already integrated to facilitate meaningful learning activities for introverts and all learners. Use discussion boards to foster sense of dialogue and allow students to explore depth of understanding similar to in-class discussion. Use written reflections if peer-to-peer learning is not conducive to assignment. Wikis allow students to collaborate, create, and disseminate knowledge. VoiceThread allows for a verbal interactive conversation to be facilitated while incorporating additional multimedia components such as images and document files.
Resources & Further Readings • Braden, S. W., & Smith, D. N. (2006). Managing the College Classroom: Perspectives from an Introvert and an Extrovert. College Quarterly, 9(1), n1. • Quiet School Network http://www.quietrev.com/quiet-schools-network/ • Quiet Power: The Secret Strengths of Introverts • New book for young readers, but also parents and teachers
• Susan Cain’s Quiet Revolution http://www.quietrev.com • Voorn, R. J., & Kommers, P. A. (2013). Social media and higher education: introversion and collaborative learning from the student’s perspective. International Journal of Social Media and Interactive Learning Environments, 1(1), 59-73.
Free Technology Tools* Getkahoot.com Mentimeter.com Todaysmeet.com Quizlet.com Quizizz.com Voicethread.com Your institution’s LMS
(quizzing) (polling, collaboration) (collaboration) (digital flashcards, gamified learning) (quizzing) (collaboration, content creation) (various pedagogical components)
*Not all resources listed were discussed in our presentation today. Some restrictions may apply to free versions of these tools.
References Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop talking. New York: Broadway Books. Eysenck, H. J. (1967). The biological basis of personality. Springfield, Ill: Charles C. Thomas. Eysenck, H. J., & Eysenck, S. B. G. (1975). Manual for the Eysenck Personality Questionnaire. London: Hodder & Stoughton. Jung, C. G. (1921/1971). Psychological types. In Collected works (Vol. 6).
Contact Information
Jennifer L. Sackhoff, M.A.
[email protected]
Brent W. Schneider, M.A.
[email protected]
