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Learning Styles As A Design Parameter For Asynchronous Web Based Learning Modules

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Web Systems and Web Services

Page Count

14

Page Numbers

8.814.1 - 8.814.14

Permanent URL

https://peer.asee.org/11929

Download Count

25

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Paper Authors

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Marcus Huggans

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Steve Watkins

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Halvard E. Nystrom

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

Session 1658

Learning Styles as a Design Parameter for Asynchronous Web-based Learning Modules

Steve E. Watkins, Marcus A. Huggans, Halvard E. Nystrom

University of Missouri-Rolla

Abstract

Asynchronous web-based resources offer the potential for an individualized learning process. Each learner may tailor the experience with regard to depth of content, order of presentation, and repetition of material. A web-based resource makes multimedia content easily accessed and updated, and also provides the flexibility for user tailoring. To exploit this flexibility in the learning process, the resource developer must anticipate and accommodate the needs of learners while efficiently satisfying the educational objectives of the instructor. Learning styles analysis provide a guide for evaluating the resource as an effective learning environment for students with different learning styles.

A learning-styles study on the effectiveness of tutorial modules is described within the context of an engineering subject. Sequential and global learner characteristics were considered as a design parameter. Similar versions of several resource modules were designed to meet the expected desires of sequential and global users within the context of a graduate/senior-elective electrical engineering course. The tutorials provided an introduction to the basic concepts, terminology, and mathematics for the class. The learning style classifications of students were correlated to their success and satisfaction with specific versions of the tutorials. In particular, four assessment instruments were used: the Felder-Soloman Learning Styles Inventory, short content quizzes to assess learning after specific module lessons, a content examination at the end of the introductory session, and a student satisfaction survey taken at the end of the session. A match between students’ preferred learning styles and the associated version of the tutorial modules produced a minor improvement in student learning and satisfaction.

I. Introduction

In the information age, engineering students face an increasing amount of knowledge that must be mastered for success and professional growth, yet pressure exists to reduce the curriculum requirements in many engineering programs to encourage student

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Huggans, M., & Watkins, S., & Nystrom, H. E. (2003, June), Learning Styles As A Design Parameter For Asynchronous Web Based Learning Modules Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11929

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