Exploring Synergies Between Learning and Teaching in Engineering: A Case Study Approach

Abstract

Understanding how we take in, process and present information as part of the learning process, provides clues on how specific teaching methods can be utilised to maximize learning. The literature suggests that a mismatch between learning styles or preferences and teaching styles and approaches may present a barrier to learning and contribute to attrition. This paper presents some early findings of an ALTC Associate Fellowship program, involving three universities, which uses a case study approach to explore the interactions between students' learning styles on the one hand, and lecturers' teaching styles, goals and philosophies, on the other. The paper also initiates discussions on how teaching approaches may be tailored to address the diversity of students' learning styles over the duration of the engineering program, to enhance their learning experience and outcomes.

Learning and teaching style assessment for improving project-based learning of engineering students: A case of United Arab Emirates University

“…Students learn in different ways, they focus on different types of information, they operate on the perceived information in different ways, and they achieve understanding in different rates (Boles et al, 2009). Coffi eld et al (2004) stated that:…”

“…Knowledge of students' learning styles and academic staff's teaching styles is therefore signifi cantly important for developing successful PBL in engineering education. The understanding of how learning information is processed and presented provides clues on how specific teaching method can be effectively utilised to maximise students' learning process (Boles et al, 2009). Mismatch between students' learning styles and academic staff's teaching approaches provides a barrier for successful learning and PBL implementation.…”