This paper describes a preliminary investigation of the relationships between cognitive style and learning preferences among undergraduate engineering students. Cognitive style is defined as the strategic, stable, characteristic, preferred manner in which people respond to and seek to bring about change, including the solution of problems. It is a dimension of personality that does not change over time. Learning preferences refer to the different ways our students access, process, and express information within the classroom setting. In this research, correlations between these fundamental concepts are explored to help us better understand our students and their learning needs. In addition to a full report of the research findings thus far, this paper also includes a brief summary of relevant cognitive style theory, a detailed description of the assessment instruments and methodology used, and lessons learned for future research.
|Original language||English (US)|
|Number of pages||18|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 2002|
|Event||2002 ASEE Annual Conference and Exposition: Vive L'ingenieur - Montreal, Que., Canada|
Duration: Jun 16 2002 → Jun 19 2002
All Science Journal Classification (ASJC) codes