Miller, M., & Prabhakara, P., & Sorby, S. A. (2015, June), Reflection and Evaluation Data from e-Learning Modules on Learning Styles and Motivation  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24661

\bibitem{asee_peer_24661}
  Miller, M., \& Prabhakara, P., \& Sorby, S. A. (2015, June), \emph{Reflection and Evaluation Data from e-Learning Modules on Learning Styles and Motivation}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24661

Michele Miller, Parijata Prabhakara, and Sheryl A. Sorby.  "Reflection and Evaluation Data from e-Learning Modules on Learning Styles and Motivation".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24661 Internet.  21 Feb, 2025

\bibitem{asee_peer_24661}
  Michele Miller, Parijata Prabhakara, and Sheryl A. Sorby.
  "Reflection and Evaluation Data from e-Learning Modules on Learning Styles and Motivation".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24661 Internet.  21 Feb, 2025

@INPROCEEDINGS{asee_peer_24661
author = "Michele Miller, Parijata Prabhakara, and Sheryl A. Sorby"
title = "Reflection and Evaluation Data from e-Learning Modules on Learning Styles and Motivation"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24661}
number = {10.18260/p.24661}
}

TY  - CPAPER
AB  -              E-Learning Modules to Promote Lifelong Learning SkillsEngineering graduates of today must be prepared for a lifetime of learning and adaptation. Thus,one of the goals of engineering education is to create independent, lifelong learners. This projectis developing e-learning modules in support of that goal. The modules are designed to teachundergraduate engineering students about metacognition and motivation as well as strategies toimprove learning. Both modules begin with an instrument (learning style inventory ormotivation questionnaire), then a tutorial that gives students a first hand experience of theinfluence of learning style or motivation, then questions of understanding, then a tutorial aboutlearning style or motivation strategies, and finishing with reflection questions and an evaluationof the module. The learning style module creates the “first hand experience” by asking studentsto learn material that is presented in different learning styles. The motivation modulemanipulates task value and control beliefs in its presentation of new material to learn.The first versions of the modules were tested in two mechanical engineering classes by hundredsof students. The modules collect student responses to both closed response and open responsequestions. We have previously reported on the closed response data; this paper will summarizeanalysis of the open response data.Based on student feedback, improvements were made and second versions of both modules havenow been introduced and tested. The learning styles module has adopted a different learningstyles instrument (Felder-Silverman). Both modules have new content to address studentcomments about the modules being “boring.” This paper will present an analysis of the closedresponse results for the initial round of testing of the updated modules.
AU  - Michele Miller
AU  - Parijata Prabhakara
AU  - Sheryl A. Sorby
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Reflection and Evaluation Data from e-Learning Modules on Learning Styles and Motivation
UR  - https://peer.asee.org/24661
DO  - 10.18260/p.24661
ER  -