Spotlight on SOTL: How Different Personalities Succeed in an Active Learning Environment

This article is based on the following research article:

Beckerson, W. C., Anderson, J., Kulkarni, S., Perpich, J., & Yoder-Himes, D. R. (2024). It’s About Time: Exploring the Dose-Dependent Effects of Active Learning on Students of Different Social Personalities in an Upper-Level Biology Course. Journal of College Science Teaching, 53(2), 177-186. https://doi.org/10.1080/0047231X.2024.2316378

Do more group work opportunities make space for more students to shine? Or does more group work leave some students hiding in the corner? This study uncovers how different personality types, like introverts and extroverts, react to different “doses” of active learning in a biology class. While we may think that more is better, the results of this study challenge this misconception, offering insights for building classrooms where every personality can thrive.

What did the researchers do and find?

The researchers carried out their study in an upper-level biology course, where they examined how different amounts, or “doses,” of active learning influenced 56 students depending on their extroversion, as determined by the International Personality Item Pool (IPIP) Big Five Personality Test. Instead of considering active learning to either be present or absent from teaching, they varied the frequency and intensity of activities such as group discussions, peer instruction, and collaborative problem-solving. These active learning activities were modified in a general microbiology course, and the exam results of this iteration of the course was compared to the exam results of the exact same course taught previously with less active learning components.

Their findings showed that while active learning generally benefits students, the amount of exposure to active learning activities matters. Extroverted students tended to thrive when active learning was used more frequently, as they enjoyed the opportunities for interaction and collaboration. Introverted students, however, performed better when active learning was used in moderation, since too much group work could feel overwhelming and limit their ability to process information independently. This highlighted that a one-size-fits-all approach to active learning may unintentionally disadvantage certain personality types.

How might you use this research in your teaching?

In terms of teaching practice, this research suggests that instructors should carefully balance the amount of active learning they incorporate into their courses. Instead of assuming that more active learning is always better, educators can design lessons that mix structured group activities with opportunities for individual reflection.

The study points to several practical strategies for instructors who want to support student learning through active learning activities. If you plan on incorporating active learning activities in your classroom, consider:

• Blending group and individual work by combining collaborative exercises with time for personal reflection.
• Offering multiple modes of engagement such as written reflections, small-group discussions, or whole-class debates to accommodate diverse personalities.
• Using scaffolded approaches like “think-pair-share” so students first process ideas individually, then discuss in pairs, and finally share with the larger group.
• Balancing classroom dynamics by giving intentional breaks during active learning activities, ensuring introverted students have space to think before speaking while extroverted students benefit from interaction.

The study encourages instructors to be attentive to these dynamics and to tailor active learning activities in ways that foster inclusivity and maximize success for all students.