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Investigating Learning And Technology Using The Mbti And Kolb's Lsi

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Learning Styles of Engineers

Page Count

7

Page Numbers

7.764.1 - 7.764.7

Permanent URL

https://peer.asee.org/10475

Download Count

228

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Paper Authors

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Virginia Elkins

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Roy Eckart

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Catherine Rafter

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Eugene Rutz

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Cathy Maltbie

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

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Session

Investigating Learning and Technology Using the MBTI and Kolb's LSI

Virginia Elkins, Catherine Rafter, Roy Eckart, Eugene Rutz ,Cathie Maltbie

University of Cincinnati

Abstract

This presentation will share the findings of a three-year study at the University of Cincinnati on the effects of using technology on student learning in two basic engineering courses. We will compare our results to existing data on engineering students and practicing engineers, as well as discuss whether techno logy affected performance among various groups. Findings may clarify whether the learning by students of a particular learning style and personality preference is enhanced by specific technologies and may indicate ways in which teaching and learning can be improved.

Although many engineering colleges are beginning to use the Internet and Worldwide Web to enhance routine classroom instruction, very little has been done to match the use of new technologies to the learning styles of students. In this study we want to see if it is possible to match the use of new teaching technologies and student performance with learning styles. We use "learning style" to describe the phenomenon of how students learn.

In this study, three different technologies were used: Streaming Video, Web-based and Interactive Video which was evaluated separately at the originating and receiving sites, resulting in four separate categories. A standard lecture section was used as the control group. Faculty worked together as a team to select common texts, develop common syllabi and block final exams resulting in standardized materials and grading.

To identify learning style, the project team selected two well-known instruments: the Myers-Briggs Type Indicator (MBTI) and the Kolb Learning Style Inventory (LSI). Both inventories were administered to students in all sections of Mechanics I and later in all sections of Basic Strength of Materials at the University of Cincinnati College of Engineering starting in the fall of 1999. In addition, two sections of Mechanics I at Wright State University also participated in the first year of the study.

Results to be reported are based on data from a sample of more than 400 students. Preliminary indications are that the use of streaming video and interactive video may improve student performance among personality preferences and learning styles that are less common among students in most engineering classes.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Elkins, V., & Eckart, R., & Rafter, C., & Rutz, E., & Maltbie, C. (2002, June), Investigating Learning And Technology Using The Mbti And Kolb's Lsi Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10475

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