Introverts are not disadvantaged in group-based active learning classrooms - Instructor University of Calgary Department of Biological Sciences

Oct 15, 2026

Uploaded by Mary Man

Evidence of active learning’s effectiveness has shifted post-secondary teaching toward student-centred, peer-driven methods, yet it is unclear whether introverts benefit equally. Because group-based active learning relies intensively on peer interaction, the study asks whether introverted students face a disadvantage. Over two years, two active-learning classrooms were examined using course performance, peer-evaluation scores, and affective measures for introverts, ambiverts, and extroverts. Results show no disadvantage for introverts: performance, peer ratings, and course attitudes were comparable across groups.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Abstract

Introduction

Introverts are not disadvantaged in group-based active learning classrooms K. M. Flanagan * – Instructor, University of Calgary, Department of Biological Sciences, Calgary, AB CANADA, T2N 1N4 H. Addy – Teaching Professor, University of Calgary, Department of Biological Sciences, Calgary, AB CANADA, T2N 1N4 *kmflanag@ucalgary.ca, p: 403.220.7644, Mailing address: Department of Biological Sciences, BI 266, 2500 University Dr N.W., Calgary, AB, CANADA, T2N 1N4 Abstract Evidence of the effectiveness of active learning has resulted in a shift in post-secondary classrooms towards student-centred teaching, often relying heavily on peer-to-peer interactions. While the overall benefit of these teaching methods is established, it remains unclear whether all sub-populations of students benefit similarly. Given the intensive peer-to-peer nature of group-based active-learning approaches, we questioned whether introverted students are at a disadvantage in these active-learning classrooms. To explore this question, we examined how course performance, peer-evaluation scores, and affective measures of course experience differ for introverts, ambiverts, and extroverts in two active-learning classrooms over two years. Our results show no disadvantage in any of the measures explored for introverted students; introvert, ambivert and extrovert students performed equally well, received comparable ratings by peers, and reported similar affective attitudes towards our courses. Despite the intensive use of peer discussion, with permanent groups that were highly integrated into each class, our group-based, active-learning classrooms did not favor extroverts nor disadvantage introverts. We explore reasons why our results differ from other studies that find introverted students enjoy group work less. Introduction Overwhelming evidence of the benefits of active learning across disciplines and contexts in higher education has been well established (Freeman et al., 2014; Hake, 1998) . Active learning is a broad term capturing any teaching method that involves students in their learning by doing more than listening and taking notes (Bonwell & Eison, 1991; Felder & Brent, 2009) . In active-learning classrooms, students are often expected to construct their knowledge through discussion and debate with peers (Crouch & Mazur, 2001) . While interactions with peers are often a crucial component of active learning, the extent of these interactions can vary from a quick ‘pair-share’with a neighbour, to working extensively in permanent student groups for a semester. Evidence of the benefits of active learning have resulted in a widespread movement towards incorporating active learning, including peer-to-peer learning, into post-secondary classrooms. While the importance of active learning is well known, it is not clear whether certain types of students are privileged over others in active learning classrooms, particularly given the importance of peerto-peer interactions. Most studies examining the impact of active learning measure average learning gains, or average increases in class performance measures. With an average increase, some groups of students might experience smaller increases than others, placing them at a disadvantage. Alternatively, it is possible that certain students may have reduced performance, but the success of other students overwhelms this response when averaged. This disparity may be particularly true if the decrease in performance occurs for those students who are in the minority. For example, Eddy et al. (2015) examined the roles of gender and race/ethnicity/nationality in the preferred roles of students in peer discussions inactive-learning classrooms. Both gender and race/ethnicity/nationality impacted the preferred roles students selected in peer discussions, with females preferring not to take leadership roles in groups and minorities preferring to be listeners in group discussions. Additionally, increased focus on w

FAQs

What question does the study investigate about introverted students?

It examines whether introverted students are disadvantaged in group-based active-learning classrooms, given the strong reliance on peer-to-peer interaction.

How were students compared across introverts, ambiverts, and extroverts?

The study compared course performance, peer-evaluation scores, and affective measures of students’ course experience in two active-learning classrooms over two years.

What were the study’s main findings about introverts in these classrooms?

Introverted students showed no disadvantage: they performed equally well, received comparable peer ratings, and reported similar affective attitudes toward the courses.

Oct 15, 2026

Uploaded by Mary Man