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Learning Style Dynamics

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Teaching & Learning in Graduate Programs

Tagged Division

Graduate Studies

Page Count

23

Page Numbers

26.1076.1 - 26.1076.23

DOI

10.18260/p.24413

Permanent URL

https://jee.org/24413

Download Count

171

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Paper Authors

biography

Quintana M Clark Purdue University, West Lafayette Indiana

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Quincy Clark, a graduate from the College of Technology at Purdue University. Her research interests include emerging technologies for teaching and learning in STEM, e-learning instructional theory and design, and social media as applied to learning styles.

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James L. Mohler Purdue University, West Lafayette

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Alejandra J. Magana Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0001-6117-7502

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Alejandra Magana is an Assistant Professor in the Department of Computer and Information Technology and an affiliated faculty at the School of Engineering Education at Purdue University. She holds a B.E. in Information Systems, a M.S. in Technology, both from Tec de Monterrey; and a M.S. in Educational Technology and a Ph.D. in Engineering Education from Purdue University. Her research is focused on identifying how model-based cognition in STEM can be better supported by means of expert technological and computing tools such as cyberinfrastructure, cyber-physical systems, and computational modeling and simulation tools.

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Abstract

Learning Style DynamicsKnowledge of an individual’s learning style dynamics might be used to further improvepersonalized learning, instruction, or educational materials. This study extends learning styletheory by demonstrating the existence of dynamics in learning style.A learning style is the type of training method an individual prefers to use in developing workingknowledge. We define learning style dynamics as the change in preferred learning styles as afunction of external factors. Such factors might include type of subject matter being studied,educational level, instructional type, interests, etc. The present study focuses on the type ofsubject matter.Prior work in this area includes the Kolb Learning Style Inventory (KLSI), which includes theidentification of nine discrete learning styles and the measurement of one’s ability to flexbetween learning styles. Flexibility measures the ability of an individual to use a different stylethan their preferred style of learning. The underlying assumption in KLSI is that an individualprefers to use only one type of learning style, independent of external factors. That is, there areno external factor questions within the KLSI survey.Therefore, our research question is: Might an individual routinely change their preferred learningstyle based on an external factor.In this study, we developed an online survey to collect dynamic learning style data from asample of 185 university students studying technology. The external factor we tested for in thesurvey was the type of subject matter; in particular, mathematics versus English. Each surveyquestion was strategically chosen so that it could be applied to both subjects. We developedcomputer algorithms to statistically analyze the survey data. Our results showed that 36 percentof the students use a different learning style between the two subject matters: mathematics versusEnglish. These statistically significant results support the existence of dynamics in learningstyles at least between the subjects of mathematics and English. These results are expected tomotivate further investigation of other external factors in learning style dynamics.

Clark, Q. M., & Mohler, J. L., & Magana, A. J. (2015, June), Learning Style Dynamics Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24413

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: © 2015 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