Learning styles in engineering education: the quest to improve didactic practices

Holvikivi, Jaana

doi:10.1080/03043790701332909

Cited by 24 publications

(18 citation statements)

References 10 publications

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“…Respecto a los alumnos y las alumnas, presentan las características generales observadas en investigaciones específicas en el área de ingeniería: una deficiente formación para afrontar estos estudios (Tynjälä, Salminen, Sutela, Nuutinen y Pitkänen, 2005), carecen de capacidad de razonamiento (Holvikivi, 2007), presentan bajos niveles de comprensión (Houghton, 2002) y de desarrollo de capacidad de análisis, síntesis y pensamiento crítico (Jablokow, 2007). Y al hilo de la exposición conviene plantearse la pregunta que ya formuló Aguirre (2007, p. 68): "¿Por qué no aprenden los estudiantes?"…”

Section: Artículo Protegido Por Licencia Creative Commonsunclassified

“…Y al hilo de la exposición conviene plantearse la pregunta que ya formuló Aguirre (2007, p. 68): "¿Por qué no aprenden los estudiantes?" Esto hace que la consideración de los EA del alumnado sea una herramienta fundamental para mejorar el panorama descrito, aumentar el rendimiento académico y disminuir la alta tasa de deserción que presentan las titulaciones de Arquitectura e Ingeniería, dado que, como expone Holvikivi (2007), la educación estandarizada no da respuesta satisfactoria de las necesidades individuales del estudiantado de Ingeniería, y esta situación se agudiza si se tiene en cuenta el alto nivel de exigencia de este área de conocimiento, como así se reconoce, entre otras, en las investigaciones de Tocci (2013) y Ventura (2011.…”

Section: Artículo Protegido Por Licencia Creative Commonsunclassified

“…Holvikivi (2007) indica que los estudios sobre EA en esta área no son extendidos. Aunque, afortunadamente, cada vez se cuenta con más investigaciones que permiten profundizar en las características del alumnado, en las que se emplea CHAEA como instrumento de diagnóstico, como son, entre otras, las realizadas por Acevedo y Rocha (2011) …”

Section: Introductionunclassified

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Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación

Alducin-Ochoa

Vázquez-Martínez

2016

Rev. Electr. Educare

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The objectives guiding this research were to determine the dominant learning style of the first year Building engineering students (University of Seville), the influence of the style on the grades in each school subject, and if learning style is influenced by socio-demographic variables. The sample was composed of 161 students, who completed the Honey-Alonso questionnaire (CHAEA) and the CDAT. Descriptive and correlational methods were used. For the analysis of the data, a univariate (one-way ANOVA) descriptive study was performed, and the non-parametric Mann-Whitney and Kruskal-Wallis tests, both with a confidence level of 95% (σ=.05) were used. The results show the predominance of the reflective style, and the fact that grades as a function of styles vary depending on the school subject. No significant differences were found in the variables gender, university admission scores, type of school (private or public) of the study centers attended previous to university. Significant differences were found for some styles in the variables age, type of university admission, and if a student had to work as well as to study. The conclusions highlight the need to develop teaching strategies that encompass all the styles to improve performance, as well as the need to modify the teaching practices for the students to develop the rest of the styles in a balanced manner. This latest aspect is important so that the students can freely operate professionally, as the Engineering profession requires having all four characteristic styles simultaneously.

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Section: Artículo Protegido Por Licencia Creative Commonsunclassified

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Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación

Alducin-Ochoa

Vázquez-Martínez

2016

Rev. Electr. Educare

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“…Even though Malaysian female students' enrollment in engineering programs is equal with or greater than male students, the female students have different motivation, different attitude, and different responses in regards to what they learn about engineering (Jelas & Dahan, 2010). Holvikivi (2007) commented that "engineering education may be a particularly difficult multidisciplinary field because of the differences in epistemological views of learning sciences, and engineering". Although female students' academic achievement in engineering is better compared to male students, active participation continues to be a concern as female students claim that teacher pays more attention to opposite gender (She, 2000).…”

Section: Issues On Female Students In Engineering Programsmentioning

confidence: 99%

Technical and Vocational Education in Malaysia: Policy, Leadership, and Professional Growth on Malaysia Women

Sulaiman¹,

Salleh²,

Mohamad³

et al. 2015

ASS

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Technical and Vocational Education (TVE) is facing new challenges in an increasingly competitive global context. The continuing under representation of women in engineering fields at semi-skilled and high-skilled levels is receiving renewed attention. This paper explores women as part of special population in Malaysia who desire to be placed as equal to men in Malaysian context. Policy, leadership, and professional growth are discussed comprehensively to support Malaysian females' involvement in engineering disciplines, one of Technical and Vocational Education (TVE) programs in Malaysia. This paper also explores issues and challenges facing by Malaysian women in order to be recognized by the sub-ordinates, peers, leaders and society within male-dominated professions and environment.

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“…16 However, Holvikivi argued that despite its popularity, the use of learning styles testing in engineering education is poorly understood. 17 Another problem with learning styles is that they have been defined and tested in a variety of ways which makes it difficult to compare studies and generalize results. 18 An additional problem with learning styles as they are frequently defined and measured by instruments such as the LSI is a lack of practicality and feasibility in designing and implementing differentiated instruction to accommodate various styles.…”

Section: Learning Strategy Preferencementioning

confidence: 99%

Learner Preferences and Continuing Engineering Education

Baukal¹,

Ausburn²

2015 ASEE Annual Conference and Exposition Proceedings

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Using a quantitative descriptive research design, the learner characteristics of preferred learning strategy and verbal-visual preferences of 291 working engineers were studied in relation to the demographics of gender, age, job position, ethnicity, native country, and native language. Learning strategy and verbal-visual preferences were measured with the ATLAS and the VerbalVisual Learning Style Rating instruments, respectively. The overall learning strategy preference profile for the engineers was 26.8% Navigators, 57.7% Problem Solvers, and 14.4% Engagers. This profile is statistically significantly different from the established distribution for the general population which is an approximately even split among the three strategy types. This suggests that learning content for engineers should include problem solving. The overall verbal-visual preference profile was 4.1% more verbal, 46.0% no strong preference, and 49.1% more visual. This profile is also statistically different from the general population and suggests learning content for engineers should include highly visual instructional materials. This paper reports on the relationships found between learner characteristics and demographics. It also includes recommendations for instructional practice and future research.

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Learning styles in engineering education: the quest to improve didactic practices

Cited by 24 publications

References 10 publications

Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación

Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación

Technical and Vocational Education in Malaysia: Policy, Leadership, and Professional Growth on Malaysia Women

Learner Preferences and Continuing Engineering Education

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