learning styles. Introverted students may be more drawn to online learning due to the attractiveness of a low-stimulation environment, yet introverts have unique learning needs that
instructors are often unaware of. Instructors who understand online pedagogy and create online learning environments with the unique needs of introverted learners in mind, may
notice greater student satisfaction and success.
How instructors engage with students is an important factor in whether or not a student will be successful. Instructor interaction is a major component in success of online learning
(Kim, Hong, Bonk & Lim, 2011). In the traditional face-to-face classroom, nursing instructors can usually identify the introverted students sitting in the back rows of the class. In an
online environment however, nursing instructors may have a hard time identifying introverts. Why is it helpful to identify introverted students? Introverts are thinkers and like to take
their time when answering in class. Nursing faculty may falsely conclude that the introverted online student is less engaged or less interested if the student is lagging behind others,
such as being last to post to a discussion bulletin. Introverts may want to think about their response for a few days before they post their thoughts for others to see. Studies have
demonstrated a relationship between learning style and the use of e-learning systems (Clark & Mayer, 2011). Nursing faculty may label the introvert as a “lurker” and assume they are
not as engaged as they should be. Student personality has been shown to affect involvement in discussions as introverts prefer written assignments and extroverts may prefer a more
“revealing communication medium” (Blau & Barak, 2012). When creating online exercises, introverts may appreciate asynchronous activities more than synchronous live sessions where
they would be expected to spontaneously answer in class. Al-Dujaily (2013) found extroverted/introverted personal traits significantly influenced learning activity on adaptive e-learning
system for computer science students. Online nursing instructors may want to consider allowing students options of assignments to complete so they may demonstrate competency in
a variety of ways. An introvert may choose a written assignment and an extrovert may choose an oral report. There are multiple ways for students to demonstrate competency.
Because introverted students are less vocal in class, many instructors may view them as uninterested or not as smart as their extroverted classmates (Cain, 2012). Introverted
students may not be appreciated for their thoughtful nature and ability to critically think through problems. Many times the extroverted student is viewed as the ideal student because
they will eagerly answer in class and participate in live discussions. Instructors who learn the positive qualities of introverted students, and learn to design exercises in which all students
have an equal chance for success, may enjoy greater satisfaction and improved student outcomes. The introverted student may also benefit from the instructor gently encouraging
them out of their comfort zone .
Appreciating that introverted learners have unique needs and best practices in online education need to be implemented, instructors at a small, urban college of nursing
received education on the unique needs of introverted online learners. After review of this information, several online master’s nursing courses were designed, considering the needs of
the introverted learners. Student feedback was positive after implementing best practices for introverted learners. Faculty response was also positive after receiving education on
introverts and how to implement best practices for introverted online learners.
This work has implications for nursing education practice. Although there are millions of online learners, there appears to be dearth amount of work done on instruction of
online introverted nursing students. As the technology and innovation revolution continues, and more nursing courses are being taught online, nursing instructors have yet another
area in which they need to receive additional education and training. First, nursing faculty should not assume that introverted students are not as smart or not as engaged as their
extroverted classmates, and instructors should not discriminate against students based on personality traits. Second, when nursing instructors are using innovations and technologies
and teaching online, they should learn how to design and implement best practices for online education and learn how to engage students with different personalities including the
introverted learner. Finally, if more online nursing instructors understand introverted students and implement best practices, we could see more nursing students graduate, the nursing
shortage may be minimized and students and faculty may have greater satisfaction with online teaching and learning.
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