Sequential (linear thinking process, learn in small incremental steps) or global (holistic thinking process, learn in large leaps). This study examines Learning Styles preferences of architectural and interior design students in a private university in Saudi Arabia using the Index of Learning Styles (ILS) developed by Felder and Soloman. In the case of learning styles in engineering education, Nepal and Jenkins argue that teaching methods can be grouped “as traditional and modern, where the traditional teaching methods is defined as the conventional lectures followed by tutorial and/or laboratory sessions, while among modern methods, … the project-based learning (PBL) strategy that is acknowledged as a collaborative, progressive, student-centered, interactive, active and deep learning approach”. They propose that teachers could fluctuate their instructional techniques and to consider preferable student learning styles. A study by Zhang and Sternberg argue that many teachers had put accentuation on trying to enable students to learn more effectively to encourage effective learning for students. This was also supported by Ochshorn who finds that there is a lack of integration of basic concepts in engineering students’ application. As indicated by Vassigh “the utilization of such strategies does not fulfill the engineering students' needs and causes them numerous troubles in integrating concepts into their courses.” The integrating issues remained as a result of the pressure between imaginative reasoning (the creative side) and specialized perspectives (the engineering for example science and innovation). However, the traditional teaching methods has turned out to be obsolete and were created outside the various discipline. The traditional teaching methods include lectures, workshops, and tutorials for the presentation and discussion of ideas. ) and, at the same time, helps students to improve their learning effectiveness in and outside the classroom (Dembo and Howard ). Therefore, recognizing student learning preferences can enhance the ability of faculty to develop and design new learning opportunities (Massey et al. Felder and Brent argue that students have different levels of motivation and different attitudes towards learning and teaching. According to Felder, learning style is defined as “characteristic, strengths and preferences in the way they take in and process information”. Keefe defines learning style as “being characteristics of cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to learning environment”. In higher education, various teaching and learning styles have been observed (Felder and Soloman ).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |