ABSTRACT
This chapter reviews research into individual differences in approaches to learning and study based on personality differences. It explores the impact personality type has on learning, concentrating on type preferences as described by Myer-Briggs Type Indicator (MBTI) theory with a brief description of some of David Kolb's research and theories. Isabel Briggs Myers, who started work on the inventory in 1941, felt that individuals would benefit from being able to understand the make-up of their personality. The distribution of dominant and secondary functions is based on MBTI scores from 4622 individuals. MBTI theory tells us that a preference for Sensing or Intuition is a dichotomy. If e-learning is to stimulate the intuition function it will allow the user to establish links and to make associations. The way a course is structured can then be mapped against the preferences for organization, the decision-making preference and where learners get their energy from, the preference for the involvement of others.
