Reviewing the grades, activities and assessment in an engineering technology course with relation to the learning styles

Chan, Chee-Ming and Shamsuddin, Alina and Suratkon, Azeanita (2015) Reviewing the grades, activities and assessment in an engineering technology course with relation to the learning styles. In: Proceedings of the 2015 International Conference on Operations Excellence and Service Engineering , 9-11 September 2015, Orlando, Florida, USA.

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Abstract

There are generally eight (8) main categories of learning styles, namely sensing, intuitive, visual, verbal, active, reflective, sequential and global. However it remains uncertain which combination is most effective in the teaching and learning of an engineering technology course. Considering that the preference of learning style and technique could be dependent on individual temperament as well as the course contents and nature, it is not an easily resolved matter. The paper examines the activities and assessment conducted for the engineering technology undergraduate course of Soil Mechanics and Foundations with relation to the learning styles. Students were asked to complete an online evaluation exercise (“Index of Learning Styles Questionnaire” by Solomon and Felder, based on the Felder-Silverman model (Felder and Silverman, 1988) to determine their preferred ways of learning. Analysis was then performed to determine the match or mismatch between the most favoured learning approach and the activities / assessment embedded in the course. The results indicate certain levels of hit on the mark, though much room for improvement was also identified to make the course more deliverable in terms of effective learning. As the course was essentially a technical subject with emphasis on technology adoption and applicability for practical solutions, conventional lectures were found to be the least desirable by students. Problem-based learning with exposure to actual field conditions and challenges appeared to draw greater enthusiasm and interest among the students, leading to better delivery of the course contents where students were able to relate theoretical knowledge with field applications

Item Type:Conference or Workshop Item (Paper)
Uncontrolled Keywords:soil mechanics and foundations; undergraduate; learning styles and activities; effective learning; assessment
Subjects:L Education > LB Theory and practice of education > LB1050 Educational psychology
Divisions:Faculty of Engineering Technology > Department of Civil Engineering Technology
ID Code:7509
Deposited By:Mrs. Nurhayati Ali
Deposited On:31 Jan 2016 14:40
Last Modified:31 Jan 2016 14:40

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