Learning style differences between mechanical and electrical engineering students

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

“From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan

Assessment of students’ learning styles preferences in the faculty of science, Tishreen University, Syria

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

It is crucial to study learning and teaching styles because some studies have shown that a match between teaching and learning styles helps to enhance the learning process. So, teachers should identify their own teaching styles as well as their learning styles to obtain better academic achievement in the classroom. This study focuses on the students’ learning styles, teachers’ teaching styles, and whether there is a match or mismatch between student and teacher teaching style preferences in King Abdullah Second School for Excellence in Jordan. The results show that most tenth grade students at King Abdullah Second School for Excellence in Jordan prefer to learn by using visual and individual styles. Also, the English teacher, Mr. Ashraf’s major teaching style preferences are visual and individual. Thus, there is a match between the teacher’s preferred teaching style and the students’ preferred learning style at King Abdullah Second School for Excellence, Irbid, Jordan.

The capstone course in Mechanical engineering at North Carolina A&T State University (NCA&TSU) is divided into two semesters. Team design projects begin in the fall semester and continued during the following spring semester. North Carolina State University, we, like virtually all other engineering programs, require a capstone course involving a major design project. This year a team of four mechanical engineering students and two electrical engineering students has decided to design and build a fuel efficient hydrogen fuel cell vehicle to compete in the 2009 Shell Eco-Marathon. The competition is designed to provide engineering students with a real life design experience. The objective of the competition is to encourage innovation and foster the development of sustainable mobility. Participants can design a vehicle for the Prototype Group or the Urban Concept Group. The Prototype Group allows maximum technical creativity, while imposing minimum design restrictions. The Urban Concept Group is closer to actual road going vehicles and addresses current transportation requirements. Both groups must meet the design criteria and meet safety standards provided by the 2009 Shell Eco-Marathon Official Rules. Participants must also select from a list of Shell approved energy sources to power their vehicles. The list includes both traditional fuels and alternative fuels. The main objective of the competition is maximum fuel efficiency. This year NCA&T Shell Eco-Marathon team has decided to enter the Prototype Group and has selected Hydrogen as the energy source. Our team placed in the third place in the hydrogen fuel cell prototype group. The completion of the Shell Eco-Marathon design project will serves as a valuable learning experience, while demonstrating the technical abilities of the students.

In this study we aimed to investigate whether beliefs on intelligence, intelligence quotient, and learning styles predict academic performance among students in mechanical engineering. For this purpose, forty-two students from the Department of Mechanical Engineering of the University of Porto were recruited among the available population. Participants responded to the measurement of this study via a Google form and on a voluntary basis. To investigate our hypothesis, beliefs on intelligence inventory, learning style questionnaire, Raven’s Progressive Matrices IQ test and their GPA as an indicator of their academic performance were used. Correlation analysis revealed significant effects between reflector learning style and academic achievement. Multiple regression also revealed a significant main effect of the reflector learning style on academic performance (p = .044). This study further revealed no significant correlation between other learning styles, beliefs on intelligence, intelligence quotient and academic performance.

هدفت هذه الدراسة إلى تقييم الطلاب لأنماط التعلم المفضلة لديهم في کلية التربية والآداب بجامعة تبوک وعلاقة ذلک بمتغير جنس الطالب؛ إضافة إلى معرفة الفروق بين الطلاب العاديين والمتفوقين في أنماط التعلم المفضلة لديهم، تکونت عينة الدراسة من (216) طالبا وطالبة من المرحلة الجامعية الأولى (البکالوريوس) في کلية التربية والآداب في جامعة تبوک، حيث قام الباحث بتطوير مقياس لتقييم أنماط التعلم يتمتع بخصائص سيکومترية مناسبة، دلت نتائج الدراسة على أن بعد التعلم البصري قد جاء بالمرتبة الأولى من بين أبعاد أنماط التعلم الأخرى، يليه بعد التعلم الفردي، بينما جاء نمط التعلم الجمعي في المرتبة الأخيرة، کما بينت نتائج الدراسة على وجود فروق ذات دلالة إحصائية في نمط التعلم الفردي والتعلم البصري تبعا لمتغير جنس الطالب لصالح الإناث، بينما لايوجد فروق ذات دلالة إحصائية في أنماط التعلم الأخرى بين الذکور والإناث. من جهة أخرى فقد بينت نتائج الدراسة على وجود فروق ذات دلالة إحصائية في نمط التعلم الحرکي والتعلم البصري تبعا لمتغير التفوق لصالح الطلاب المتفوقين، في حين لايوجد فروق ذات دلالة إحصائية في أنماط التعلم الأخرى بين الطلاب المتفوقين والعاديين. This study aimed to investigate the Students Evaluation of preferred Learning Styles in the Faculty of Education and Arts at the University of Tabuk and its Relationship with student's gender, and therefore Knowledge the differences between ordinary and talented students in the preferred learning styles, the study sample consisted of (216) students from undergraduate at the Faculty of Education and Arts at the University of Tabuk, the researcher developed a scale to evaluate the preferred learning which have appropriate psychometric characteristics. Results of the study showed that the use of The visual style of learning is the first preferred Learning Styles by the viewpoints of students, while Collective learning Style came the last rank of the scale dimensions. In addition the results of this study showed the existence of significant differences in the preferred learning styles depending on the variable gender for the benefit of students female In Individual learning style and The visual style of learning, as well that there is no statistically significant differences in learning styles between outstanding students and ordinary differences.

“Have You Heard About the New Fashion?” (Tailoring Your Lesson Plan Based on Learners Preferences)

10 - Mechanical and Electrical Detail Parts

INTRODUCTION: Learning styles refer to the ways an individual processes and retain new information and skills. Knowledge about preferred learning styles can assist in developing effective pedagogies and enhance classroom–learning experiences. Optimal learning environments consider how students learn and utilize various teaching methods for curriculum delivery to match specified student learning preferences. METHODS: This cross-sectional study presents the findings of the preferred learning style of 97 physiotherapy students studying in JSS College of Physiotherapy, Mysuru, using a self-administered questionnaire developed by Victoria Chislett and Alan Chapman, 2005. Data were collected using the survey method through Google Forms. RESULTS: We found equal distribution of unimodal and multimodal learning style. Among the unimodal style of learning, 20.6% of participants had predominantly auditory learning style. 15.46% of participants had predominantly visual learning style. 10.3% of participants had predominantly kinesthetic learning style. In multimodal style of learning, 21.6% of participants had predominantly visual and auditory learning styles. 15.46% of participants had predominantly visual and kinesthetic learning style. 12.37% of participants had predominantly auditory and kinesthetic learning style and only 1% of participants had visual, auditory, and kinesthetic learning style. CONCLUSION: The most preferred unimodal learning style among physiotherapy students was auditory followed by visual and kinesthetic. The most preferred multimodal style of learning was visual and auditory, followed by visual and kinesthetic.

Explaining Choice, Persistence, and Attrition of Black Students in Electrical, Computer, and Mechanical Engineering: Year 3

Networked control systems (NCS) consist of sensors, actuators and controllers the operations of which may be distributed over geographically disparate locations and co-ordinated by the exchange of information passed over a communication network. The communication network may be physically wired or not. The widespread applications of the Internet have been a major driving force for research and development of NCS. NCS have advantages in terms of cost reduction, system diagnosis and flexibility, minimizing wiring and making the addition and replacement of individual elements relatively simple; efficient data sharing makes taking globally intelligent control decisions easier with an NCS. The applications of NCS are very wide, from the large scale of factory automation and plant monitoring to the smaller but complicated networks of computers in modern cars, places and autonomous robots. Networked Control Systems presents the most recent results in stability and robustness analysis as well as new developments related to networked fuzzy and optimal control. Many of the chapters contain details of case-studies, experimental, simulation and/or other application-related work showing how the theories put forward can be implemented in real systems. The state-of-the art research reported in this volume by an international team of contributors will make Networked Control Systems an essential reference for researchers and postgraduate students in control, electrical, computer and mechanical engineering and computer science.

Matching learning style to instructional format penalizes learning

Experiential learning model (ELM) is characterized as a four-stage cyclical process of concrete experiences, reflective observation, abstract conceptualization, and active experimentation for driving learning into practice. The four-stage cycle of ELM creates an immediate experience providing opportunities for learners to develop knowledge, skills, and values from direct experience as the foundation for observations and reflections. The observations and reflections are assimilated and refined into abstract concepts producing new implications for actions which when tested effectively, create new experiences for learners from formative years through their lifetime. Through experiential learning, a variety of concepts integrates from extremely theoretical ones to the simplicity of learning by doing for accelerated learning. Since ELM is a four-stage cycle, the learning styles of each individual are components of the four fundamental learning models. In instances where appropriate learning styles are adopted, concrete experiences with abstract concepts are developed for learners to experience an enthusiasm for continued learning. However, a mismatch between teaching and learning styles may lead to detrimental effects on the acquisition of new knowledge. The purpose of this review was to analyze the available literature on ELM to identify its usefulness, strength, weaknesses, and implications for teaching and learning pre-primary social studies. Data were sourced through primary and secondary sources. Secondary data were sourced from journal articles, research projects, texts, internet searches, and libraries. Experiential learning models are founded on the concept that an individual's experiences play an essential role in learning and appreciation of new knowledge. The review established that experiential learning practices aid in developing learners’ preferred learning styles which in turn strengthen the acquisition of new knowledge by doing, discovering, reflecting, and applying. For effective teaching and learning to take place, the review recommends curriculum developers incorporate the use of experiential learning style models in teaching pre-primary social studies curriculum (SSC).