An Analysis of Learning Styles for Implementing Learning Strategies of First-year Engineering Students

공과대학 신입생의 학습전략 활용을 위한 학습양식 분석

  • Choi, Keum-Jin (Center for Engineering Education Innovation, Konkuk University) ;
  • Kim, Ji-Sim (Center for Teaching & Learning, Konkuk University) ;
  • Shin, Dong-Eun (Center for Innovation in Engineering Education, Hanyang University)
  • 최금진 (건국대학교 공학교육혁신센터) ;
  • 김지심 (건국대학교 교수학습지원센터) ;
  • 신동은 (한양대학교 공학교육혁신센터)
  • Received : 2011.07.01
  • Accepted : 2011.07.21
  • Published : 2011.07.31

Abstract

The purpose of this study was to identify learning strategies by learning style of first-year engineering students in order to find implications for teaching and learning strategies in engineering education. This study was conducted with 273 first-year students in two universities in Korea. Following were the results: First, there were Sensing learners(72.2%), Visual learners(84.6%), Reflective learners(64.8%), and Sequential learners(58.2%) and the level of learning strategies was 3.28(SD=0.38). Secondly, the finding revealed that there was only significant difference in learning strategies on Information processing dimension and Active students demonstrated higher level of learning strategies than Reflective students. To be more specific, there were significant differences in cognitive, meta-cognitive, and internal and external management. For engineering education, implications for teaching strategies in classroom and self-regulated learning strategies were discussed.

Keywords

Engineering Education;Learning Style;Learning Strategies

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