scholarly journals A survey of learning styles of engineering students

2003 ◽  
Author(s):  
Terresa S. Ashford ◽  
Randa L. Shehab ◽  
Teri Reed Rhoads ◽  
Mary C. Court
Keyword(s):  
Learning Styles ◽  
Engineering Students

Evaluation of TAPS Packages

2010 ◽  
pp. 128-147
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Grade Point Average ◽  
Engineering Students ◽  
Target Population ◽  
Grade Point ◽  
Slow Learners ◽  
Undergraduate Engineering ◽  
The Third ◽  
Engineering Mechanics

The evaluation was carried out to examine the distribution of learning styles (discussed in Chapter 2) of the third year undergraduate engineering students and suggest effective problem solving approaches that could increase the motivation and understanding of slow learners at UNITEN. For this study, a sample target population of 60 third year undergraduate engineering students who had taken the Engineering Mechanics subject was tested. These students were selected based on their second year grade point average (GPA) of less than 2.5 as this study emphasizes on slow learners.

Moving Beyond Traditions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Engineering Students ◽  
Deep Level ◽  
Teaching Style ◽  
Past Research ◽  
Student Centered ◽  
Collective Work ◽  
Common Learning ◽  
Thesis Writing

Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1984; Felder & Silverman, 1988; Baillie & Moore, 2004; Biggs & Tang, 2007; Crawley, Malmqvist, Ostlund, & Brodeur, 2007) indicate mismatches between engineering students’ common learning styles and traditional teaching styles. This paper addresses a transition from a teacher centered approach to a collaborative student centered approach. A longitudinal study of bachelor thesis redesign is described by following the progression in three parallel courses over four consecutive years. Moving beyond the traditional practices of individual thesis writing, a strict individual assignment has been transformed where roughly 50% now originates from collective work efforts. Findings show support to a collective approach when working with bachelor thesis writing as work groups become self-governed, attached with a creative disposition, pursuing functioning knowledge, key generic skills of industrial relevance, and collectively supporting deep level learning.

scholarly journals Validation of ILS through Exploratory Factor Analysis and Internal Consistency Reliability for Secondary Grade

2021 ◽  
Vol 11 (4) ◽  
pp. 189-193
Author(s):  
Munazza A. Mirza ◽  
◽  
Khawar Khurshid ◽  
Kinza Sohail ◽  
Salman Biland ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Internal Consistency ◽  
Engineering Students ◽  
Internal Consistency Reliability ◽  
Assessment Instrument ◽  
Validity And Reliability ◽  
School Students ◽  
Factor Solution ◽  
Instrument Validity

There is a continuous debate on the validity of learning styles in literature. Several models have been proposed for the learning styles, corresponding to the psychometric assessment instrument. Among these models, Felder-Silverman model is widely used by educators to identify the learning styles of the engineering students. The instrument that measures the learning styles is the index of learning style (ILS). This study focuses to identify the validity and reliability of the ILS instrument for middle school students (N=260). This includes internal consistency reliability and construct validity report of the ILS. As a result of the study, the reliability of the instrument was established, however, it was found that there were cross loadings in the 14-factor solution and the 4-factor solution. Thus, the instrument validity for secondary grade students was not established.

scholarly journals Gaming and Interactive Visualization for Education: A Multi-Disciplinary and Multi-University Collaborative Project

2009 ◽  
Author(s):  
Yunjun Xu ◽  
Charles Miekas ◽  
Zahed Siddique ◽  
Chen Ling ◽  
Sagar Chowdhury ◽  
...  
Keyword(s):  
Learning Styles ◽  
Situated Learning ◽  
Evaluation System ◽  
Engineering Students ◽  
Learning Experience ◽  
Interactive Visualization ◽  
Assessment Tools ◽  
Abstract Concepts ◽  
Collaborative Project ◽  
Module Design

Most people are more perceptive to the geometric rather than the symbolic representation of information. In engineering disciplines, visualization combined with game characteristics can provide an essential mode to facilitate students’ understanding of important and abstract concepts, and improve students’ willingness to learn. In this project, game characteristics are introduced into course module design, but different from commercially available games in that the level of the contents and assessment tools in this project are meaningful to teachers, students, and parents. This paper focuses on the design of the Gaming and Interactive Visualization for Education system. Specifically, some initial design results from the three universities for three different courses plus the development of evaluation system will be presented. The system is expected to (1) offer interactions with gaming scenarios that can excite emotions, (2) provide an engaging learning experience of understanding engineering concepts by allowing students to visualize and interact with 3-D objects in a game scenario, (3) employ situated learning by exposing students to the type of challenges they will face in industry, and (4) fit better with the learning styles of the majority of engineering students.

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