Comparative study exploring personality-communication correlation in design students and its impact on offline/online collaborative learning

Abstract

Background: Collaborative learning is a common teaching strategy in design education. This study analyzes the correlation between personality types, communication styles, and the learning outcomes of design students in collaborative learning in both online and offline modes of teaching. The traditional approach of face-to-face learning had to be quickly adjusted to the hybrid or online mode of teaching and learning in the face of the onset of the pandemic COVID-19 over the last three years. Methods: By comparing the data collected from two academic years, the study compares the different correlations in conducting online and offline collaborative learning environments. Students’ personality and communication style are analyzed through the Myers-Briggs Type Indicator (MBTI) and a four-type communication model. Results: The findings indicate that students face a variety of challenges in online and offline collaborative learning activities and that the correlation between personality types, personality styles, and learning outcomes is different. In the offline environment, the personality traits of thinking (T) and the personality temperament of intuitive thinking (NT) are positively correlated with learning outcomes. Among the four communication styles, directors are positively correlated with learning outcomes. In an online environment, having the personality trait of extroversion (E) and the personality temperament of intuitive feeling (NF) are positively connected with learning outcomes. Socializer is a communication style that is closely correlated with learning outcomes. Conclusion: This study points out that when organizing online collaborative learning, students face challenges in building an intimate and comfortable group atmosphere, while offline learning requires more leadership-quality team members. The findings help educators understand student personalities, help teachers organize learning activities more effectively for better collaborative learning outcomes, and provide students with equal opportunities for learning success.