A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction

Abstract

The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb's learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population's prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.

Students’ learning style and its effect on blended learning, does it matter?

“…Few factors such as level of discipline and responsiveness of the students, poor time management and diversity of students' backgrounds affect their participation in BL [18]. According to Goodridge, Lawanto and Santoso [19], one of the factors that impacts on the synchronous online deliverable engineering graphics curriculum is concerns on learning styles but there is not so much investigation on it. Moreover, Cheng and Chau [20] work showed that individual learning styles affect the student's participation in BL activity as students prefer to participate in the activity that fits with their learning preferences.…”

“…These group of people are capable of revising concrete situations from different angles and take their thoughts and feelings into consideration. These types of people are objective, patient, and suited in a various artistic field such as psychology, literature, nursing, media, theatre, design, journalism, and social work [19,30,31].…”

A Three-Year Analysis of Engineering Students’ Readiness for Remote Learning and Its Relevance to COVID-19

“…Technology provides teachers and students with access to a variety of educational resources [ 6 , 7 ]. There has been considerable progress in the adoption of technology within educational institutions in recent years.…”

Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

“…This result was confirmed by De Vita (2001) who found that the students of 20 different nationalities enrolled in her class possessed different learning styles. Furthermore, Goodridge, Lawanto and Santoso (2017) revealed that previous educational experience also affected the learning styles of their students who were learning based on online instruction. Meanwhile, other researchers have found that cultural factors such as age and educational level also influence students' learning styles (Inal, Büyükyavuz, & Tekin, 2015).…”