Literaturnachweis - Detailanzeige
| Autor/inn/en | Katsioloudis, Petros; Fantz, Todd D. |
|---|---|
| Titel | A Comparative Analysis of Preferred Learning and Teaching Styles for Engineering, Industrial, and Technology Education Students and Faculty |
| Quelle | In: Journal of Technology Education, 23 (2012) 2, S.61-69 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-1064 |
| Schlagwörter | Majors (Students); Cognitive Style; Teaching Styles; Teacher Characteristics; Engineering Technology; Engineering Education; Comparative Analysis; Researchers; Technology Education; College Faculty; Questionnaires; Teaching Methods; Student Attitudes |
| Abstract | In the spring semester of 2010, a materials process course was selected as a means to perform a preferred learning style research study. This course was selected because it contained three groups of students: technology education, engineering technology, and industrial technology. The researchers believed that the differences in the students' background and program emphasis would lead to interesting results. The study's goal was to identify students' preferred learning style according to major and then compare it with the teaching style of the faculty members that have taught the course in the last five years. The VARK Questionnaire was employed to determine to what extent, what percentage of, the students' preferred style is visual, aural, read/write, or kinesthetic. This study showed that while there was some variation within majors, the overall dominant learning style in the materials process course was the kinesthetic style. The researchers suggest that this is due to the learning style and comfort zone of the faculty. In essence, faculty members are teaching the way they were taught. Further research is needed to determine how willing faculty members are to teach outside their comfort level to match the students' preferred learning styles. By understanding the learning style make-up of the students enrolled in their courses, faculty should be able to adjust their modes of content delivery to match student preferences and maximize student learning. (Contains 5 tables and 1 figure.) (ERIC). |
| Anmerkungen | Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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