Research on learning style: applications in the physics and engineering classrooms

Larkin, Teresa L.; Budny, Dan

doi:10.1109/13.941000

Cited by 54 publications

(22 citation statements)

References 9 publications

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“…This type of design argues that the development of an instruction program should be based on the learners' point of view ] and should address the needs of learners [Quintana et al 2000]. Paying attention to learner diversity has been shown to increase student motivation to learn which, in turn, may lead to improved learning performance [Larkin-Hein and Budny 2001]. Therefore, individual differences arguably become an important consideration.…”

Section: Introductionmentioning

confidence: 99%

An Integrated Approach for Modeling Learning Patterns of Students in Web-Based Instruction

Chen

Liu

2008

ACM Trans. Comput.-Hum. Interact.

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Web-based instruction (WBI) programs, which have been increasingly developed in educational settings, are used by diverse learners. Therefore, individual differences are key factors for the development of WBI programs. Among various dimensions of individual differences, the study presented in this article focuses on cognitive styles. More specifically, this study investigates how cognitive styles affect students' learning patterns in a WBI program with an integrated approach, utilizing both traditional statistical and data-mining techniques. The former are applied to determine whether cognitive styles significantly affected students' learning patterns. The latter use clustering and classification methods. In terms of clustering, the K-means algorithm has been employed to produce groups of students that share similar learning patterns, and subsequently the corresponding cognitive style for each group is identified. As far as classification is concerned, the students' learning patterns are analyzed using a decision tree with which eight rules are produced for the automatic identification of students' cognitive styles based on their learning patterns. The results from these techniques appear to be consistent and the overall findings suggest that cognitive styles have important effects on students' learning patterns within WBI. The findings are applied to develop a model that can support the development of WBI programs.

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Section: Introductionmentioning

confidence: 99%

An Integrated Approach for Modeling Learning Patterns of Students in Web-Based Instruction

Chen

Liu

2008

ACM Trans. Comput.-Hum. Interact.

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“…To accommodate different LSPs , many researchbased physics curricula [7,8,9] present information in a variety of representations [10,11]. Motion, for example, is described with words, pictures, graphs, and, ultimately, equations.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Impact of Student Learning Style Preferences

Davis¹

2004

AIP Conference Proceedings

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Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically emphasize group-work and de-emphasize lectures. Our methods include multiple-choice assessments, individual student interviews, and a study in which we attempt to isolate the learning environment.

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“…It is well-documented that students have a wide range of learning styles [3]- [5]. Engineering students are no different.…”

Section: Rationale For Liabmentioning

confidence: 99%

Work in progress - transitioning Lab-in-a-Box (LiaB) to the community college setting

Clark

Flowers

Doolittle

et al. 2009

2009 39th IEEE Frontiers in Education Conference

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Building upon of a set of innovative hands-on laboratory courses developed at Virginia Tech (VT) known as Lab-in-a-Box (LiaB), LiaB is now being expanded to Virginia Community Colleges (VCCS) where faculty from VT and the VCCS are working to incorporate LiaB into the engineering and engineering technology programs. As implemented at VT, the students design, build, and test at home various d.c. and a.c. circuits using an inexpensive electronics and demonstrate the operation of these circuits in an open classroom environment. LiaB covers topics ranging from simple resistive circuits to filters and provides students a physical representation of models created in various circuit modeling software programs. Modifications to the way in which the students are engaged in the LiaB experiments have been instituted at three VCCS community colleges to tailor the laboratory experience to instructional environment at each school. Learning materials are under development, to support students to achieve a deeper depth of learning of the underlying circuit theory. Non-traditional dissemination avenues, such as podcasts and Flash tutorials, are being considered as a means to engage students in the learning process.Evaluation of the courses and learning materials and assessment of the learning outcomes at VT and at the three VCCS has recently begun.

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Research on learning style: applications in the physics and engineering classrooms

Cited by 54 publications

References 9 publications

An Integrated Approach for Modeling Learning Patterns of Students in Web-Based Instruction

An Integrated Approach for Modeling Learning Patterns of Students in Web-Based Instruction

Assessing the Impact of Student Learning Style Preferences

Work in progress - transitioning Lab-in-a-Box (LiaB) to the community college setting

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