The authors emphasize that this and that we should treat any conclusions with caution, but as someone always wondering what the learning-styles sceptics would say, I found this an interesting result. "Personality is a useful factor in examining group processes," suggest the authors, "and can lead to insights for classroom practitioners to increase efficacy and equality of participation." Moreover, "there is evidence to suggest that unequal participation in collaborative learning situations has an adverse effect on learning." At a minimum, work like this suggests that the relation between personality and learning outcomes is more complex than teach-then-test instructivists may suggest.
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