| This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK learning preferences of each student. In the movement for teaching more in line with a constructivist learning paradigm, more dialogue and active engagement has changed the community college English classroom. However, given our emerging understanding of learning styles and personality types, it is questionable whether all students are served by these methods. This study seeks to catalogue the perceived learning experience of students on the two ends of the learning style spectrum (Assimilators and Accommodators) in a community college English classroom that uses diverse pedagogical methods. The research questions explored are: (1) How do Assimilators, defined as introverted reflective learners, and Accommodators, defined as extroverted socially active learners, experience classrooms that use social discourse versus teacher-directed pedagogical methods? and (2) How do they perceive those different situations as a benefit to their learning in a community college English class? A qualitative analysis of interviews with both populations on their experience across multiple sections of a community college English class as well as a review of students' responses to end of unit lessons in keeping with more teacher-directed or social constructivist pedagogies will be used to discern common and differing perceptions of the teaching strategies employed in the English class. |
