Asee peer logo

A Participative Pedagogical Approach To Knowledge Comprehension Based On Students Preferential Learning Styles

Download Paper |

Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

18

Page Numbers

11.91.1 - 11.91.18

Permanent URL

https://peer.asee.org/1294

Download Count

96

Request a correction

Paper Authors

author page

William Gaughran University of Limerick

author page

Thomas Waldmann University of Limerick

author page

Niall Seery University of Limerick Orcid 16x16 orcid.org/0000-0003-4199-4753

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A participative pedagogical approach to knowledge comprehension based on students preferential learning styles

N. Seery, W.F. Gaughran, T. Waldmann.

Department of Manufacturing and Operations Engineering University of Limerick Limerick

Abstract

The reciprocal nature of training efficiency and competence/productivity justifies any attempt to augment instructional training and engineering education. The shift from instructor centred training to a paradigm of autonomous learning has become more prevalent with each passing phase of educational research.

This paper comparatively examines the performance of a control and experimental group on a purpose designed knowledge comprehension assessment. The use of differing pedagogical approaches facilitated the study in examining the potential for an awareness of learning style. Although taking cognizance of the heterogeneity of students, significant homogeneous patterns emerged following the administration of the Index of Learning styles (ILS) questionnaire in relation to the preferential learning styles of engineering students. Subsequent to identifying and grouping the apparent style modes, an instructional design philosophy emerged and manifested itself into the pedagogical tool utilized by the experimental group.

The research discusses the development of the computer assisted participative pedagogical tool that facilitates engineering students within a ‘brain –friendly’ learning environment. The comparative evaluation of the learning experiences of both groups within the context of the cognitive and affective learning domains is also explored in this paper.

Key Words: Learning Styles, Computer Assisted Learning, Engineering Pedagogy.

Introduction This research was not intended to represent a ‘causality-effect’ study but an exploration of the complexities of learning in the context of engineering activities. This paper examines the academic performance of engineering on a purpose designed written assessment. The methodology employs a control and experimental group that engaged in a distinctly different pedagogical approach to learning the theory associated with the milling machine. The control group engage in the traditional lecture series while simultaneously the experimental group engage in a web based tutorial intervention designed to facilitate the learning preferences of engineering students, namely Active Sensing, Visual and Sequential.

Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition Copyright  2006, American Society for Engineering Education

Gaughran, W., & Waldmann, T., & Seery, N. (2006, June), A Participative Pedagogical Approach To Knowledge Comprehension Based On Students Preferential Learning Styles Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1294

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015