Engineering Students Learning Preferences in UNITEN: Comparative Study and Patterns of Learning Styles.

Abstract

Introduction In era of post-capitalist knowledge society, paradigm shift in engineering education is unavoidable in response to rapid changes in global market environment that emphasize on innovation efforts for competitive advantage. Many practitioners in engineering industry look seriously into this issue and did propose for new paradigms of engineering education in response to changes in today's increasingly knowledge driven environment. The details can be found in numerous research papers and reports (Chua, 2014; Froyd et al., 2012; Mistree et al., 2014; National Academies of Science, Engineering, and Medicine, 2007; National Science Board, 2007; Prados, 1998; Rajala, 2012; Rosen, 2007; Wince-Smith, 2005). In order to further enhance quality of teaching and in engineering education, students preference in is an important factor that should raise attention of education practitioners. This referred to styles of students. Learning styles are defined as the characteristic cognitive, affective, and psychological behaviors that serve as stable indicators of how learner perceives, interacts with, and responds to environment(Keefe, 1991, p. 4). As engineering instructors, we should be aware that different students are comfortable with different styles (Felder & Brent, 2005). The understanding of students preferences may contribute to adjustment of teaching strategies and design of instructions that will better accommodate for students needs (Cavanagh & Coffin, 1994; Chen & Chiou, 2012; Graf, 2007; Graf et al., 2007; Noguera & Wageman, 2011; Pedrosa de Jesus et al., 2004). Overview of styles The research on styles has been active since four decades ago (Cassidy, 2004; Pedrosa de Jesus et al., 2004). There exist various definitions for styles. As refer by Campbell et al. (2003), styles is defined as a certain specified pattern of according to which individual approaches experience. While Felder and Spurlin (2005) defined styles as different ways students take in and process information. Another popular definition for styles refers to individuals' characteristics and preferred ways of gathering, organizing and thinking about information (Fleming, 2005). As noted by Kolb (1983), styles are not fixed personality traits but rather one's adaptive orientation to learning. Felder and Spurlin (2005) shared similar view with Kolb by which they stressed that learning style profiles suggest behavioral tendencies rather than being infallible predictors of behavior (p. 104). Many of researchers did agree that individuals may tend to have a preference for one or two styles over others and preferences can be affected by a student's educational experience (Felder & Spurlin, 2005; Honey & Mumford, 1992; Kolb, 1983). Therefore, styles are relatively stable but are not immutable (Pedrosa de Jesus et al., 2004, p. 533). Throughout process and based on different educational experience, students may discover better way of and develop certain preferences. The style assessments can benefit both instructors and students (Felder & Spurlin, 2005; Larkin-Hein & Budny, 2001). Thus, from instructors' perspective, identification of students styles may lead to gain better understanding of learners with different styles. This may contribute to assist design of teaching and instructions to accommodate different needs of students. While from students' perspective, better understanding of styles may provide ideas on how students might further improve on less preferred styles and overcome difficulties by developing skills for balance approach in effective learning. …