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Matching Learning Styles with Asynchronous Learning in Biomedical Engineering Jack Wasserman Richard Jendrucko Toby Boulet Arnold Lumsdaine

Introduction

Biomedical engineering requires students to learn engineering methods,

anatomical and physiological information, and modeling methods so that the engineering

tools can be applied. The quantity of information requiring memorization is extensive

and it is difficult for students to retain unless it is provided in a just-in-time manner. From

a teaching standpoint, it is difficult to determine the amount of class time needed because

the backgrounds of the students are very diverse and many of the students need material

that is very visual compared to standard textbooks. The latest alternatives are the use of

asynchronous modules that can be used at the students selected time and at the pace that

is best for them. Although the material can be developed, the faculty has the problem

that the students view the material from a different context and the effort done by the

students is unknown. This paper is based on the initial results of a human movement

module, which proves information on both student learning styles, pre and post –

examinations, and the time each student spent using the module as well as the use of

video clip of the various motion.

Background

Biomedical engineering requires the learning of multiple technical languages,

however the requirements of engineering are that the majority of time must be spent

developing problem-solving skills. Several learning modules have been developed for

the students that deal with misconception of concepts such as mass, weight and gravity.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright 2004, American Society for Engineering Education

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Jendrucko, R., & Wasserman, J. (2004, June), Matching Learning Styles With Asynchronous Learning In Biomedical Engineering Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13507