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Authors: Vicente Rodríguez Montequín ; Joaquín Villanueva Balsera ; José Manuel Mesa Fernández and Javier De Cos Juez

Affiliation: Universidad de Oviedo, Spain

ISBN: 978-989-674-024-5

Keyword(s): Project management, Project based learning, Collaborative projects, Learning through projects, MBTI.

Related Ontology Subjects/Areas/Topics: Collaborative Learning ; Computer-Supported Education ; Learning/Teaching Methodologies and Assessment ; Social Context and Learning Environments ; Supervising and Managing Student Projects

Abstract: One of the most used teaching methodologies nowadays is project based learning: organizing students in small groups and provide them with a real-life project to manage with. Group work on a real-life project is a very interesting teaching instrument since groups act as project teams and the project ideas are close to the student field of professional interest. In addition to the technical skills, there are other aspects influencing the result under this paradigm: management and personality. The students should work in a collaborative way in order to achieve the best outcomes. This methodology is very effective for learning and a high student motivation and satisfaction could be reached, but usually conflicts between group members arise, resulting in poor results. The source of conflicts could often be found in the different personalities among group members. The Myers-Briggs Type Indicator (MBTI) has become one of the most widely-used psychometric instruments for assessing personality characteristics regarding work environment. It postulates that four different behaviour stiles give rise to four separate but interrelated ranges of personal preferences or natural tendencies in a given situation. The MBTI suggests that every personality type has a behaviour that could be used to explain some kind of conflicts. Knowing more about the personality of the team members and how different personalities compliment or conflict with each other can be useful information for building and leading a students’ group. The results of this study have implications for assessment the success of student groups working in collaborative projects. (More)

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Paper citation in several formats:
Rodríguez Montequín V.; Villanueva Balsera J.; Manuel Mesa Fernández J.; De Cos Juez J. and (2010). USING MYERS-BRIGGS TYPE INDICATOR (MBTI) FOR ASSESSMENT SUCCESS OF STUDENT GROUPS IN PROJECT BASED LEARNING.In Proceedings of the 2nd International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-674-024-5, pages 156-160. DOI: 10.5220/0002859901560160

@conference{csedu10,
author={Vicente {Rodríguez Montequín} and Joaquín {Villanueva Balsera} and José {Manuel Mesa Fernández} and Javier {De Cos Juez}},
title={USING MYERS-BRIGGS TYPE INDICATOR (MBTI) FOR ASSESSMENT SUCCESS OF STUDENT GROUPS IN PROJECT BASED LEARNING},
booktitle={Proceedings of the 2nd International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2010},
pages={156-160},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0002859901560160},
isbn={978-989-674-024-5},
}

TY - CONF

JO - Proceedings of the 2nd International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - USING MYERS-BRIGGS TYPE INDICATOR (MBTI) FOR ASSESSMENT SUCCESS OF STUDENT GROUPS IN PROJECT BASED LEARNING
SN - 978-989-674-024-5
AU - Rodríguez Montequín, V.
AU - Villanueva Balsera, J.
AU - Manuel Mesa Fernández, J.
AU - De Cos Juez, J.
PY - 2010
SP - 156
EP - 160
DO - 10.5220/0002859901560160

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