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Grouping students in e-learning using alternative methodologies offers complementary results in education. Today's trend in education is to integrate computer-based tasks with practical activities. Students are often encouraged to work in groups to solve complex tasks and develop collaboration skills. But classical grouping strategies can’t be used...
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Context 1
... strategy may consider that the Enneagram is organized in three triads (Fig. 5), and the Enneatypes in each triad are thought to share similar characteristics. Rohr refers to these as the Gut, Heart, and Head triads [9]. Theoretically, one of these areas predominates in each of us. An optimal group structure needs to have at least one representative from each triad, but not any ...
Context 2
... connections show how one Enneatype behaves under integrative (growth) or disintegrative (stress) conditions. The integrative / disintegrative behavior follows the directions shown in Figure 5. For example, under stress Nine will behave like a Six, while in growth will behave like a Three. ...
Context 3
... considered in our research one base typology (Chief Feature), one typology on the integration direction and one typology on the disintegration direction, Fig. 5. In this way it is possible to define efficient groups using a general Enneagram test and an adequate interpretation. Such groups have a representative from each Enneagram triad, which complete each other. The ideal group structure will have members with typologies 3, 6 and 9. Other possible grouping typologies are: (1, 7, 4), (2, 4, ...
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Citations
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... The weight of this typology must be predominant. We may consider in this case enneagram typology [9] considering child thinking mechanism in the process to determine the typology, initial Yin/Yang and Chi constitutions, etc. ...
... Don Richard Riso and Russ Hudson, in "The wisdom of the Enneagram" [12] make the following possible correlations of the nine Enneagram types to the Jungian function as, Type1 -Extroverted Thinking, to Type9 -Introverted Sensing, [9]. ...
... Each Enneatype is connected with two other types, in different triads. These connections show how one Enneatype behaves under integrative (growth) or disintegrative (stress) conditions [9], Fig. 4. The use of Enneatypes for the group structure ensures the typology diversity. But this is not sufficient if we want to maximize the success of a group. ...
... This way they can better collaborate and improve their skills. This paper is based on our previous results [3], [16], but the difference consists in that we offer now a Web platform that allows a centralized dynamic grouping mechanism. We named this application GAEM (Grouping Application using Enneagram and Myers-briggs tests). ...
Education and research activities are now oriented on groups to solve complex tasks and develop collaboration skills. Agile Software methodologies, psychology and spirituality elements, information technology developments offer possibilities to create dynamic and efficient groups. In education, classical grouping strategies can't be used in e-learning environments where there's little or no physical interaction between parties.
We developed a web application that takes into account the alternative determined student - researcher typologies, according to the Enneagram methodology, and with a MBTI (Myers-Briggs Type Indicator) test. A simple and complex Enneagram test will determine the 9 base typologies. A psychological base test will determine the MBTI profiles. A correlation between enneagram and the MBTI typology is performed by the web application to generate and refine the grouping process in an automated manner. Case studies as Alternative1 and 2 described in the general algorithm show that groups created using this method have an increased communication among the members and better practical results. This is due to the members' compatibility, which facilitates better collaboration in education and research.
Students are often encouraged to work in groups to solve complex tasks and develop collaboration skills. Classical grouping strategies don't take into account the student's personality or the compatibilities of group members. We introduce an alternative grouping method based on the student typologies and their neuro-linguistic programming (NLP) profile. Typologies are determined, according to the Enneagram methodology, based on the RHETI test. The result of such a test is a chief feature (base typology). Groups are composed of members with compatible chief features. Compatibilities are determined according to the Enneagram principle. New grouping correlations were introduced based on MBTI types. The NLP profile is evaluated by an eye-tracking system, based on eye movement patterns. The proposed grouping method was tested using an e-learning environment, which consists of a CMS (Content Management System) and an eye-tracking component. Eye tracking is based on a low-cost solution that uses a regular webcam. Groups created using this method show an increased communication among the members and better practical results. The tests were realized considering Bachelor and Master of Science students in different educational and practical work activities.
