Cognitive style and learning preferences in engineering undergraduates

Kathryn W. Jablokow, Philip J. Parker

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations

Abstract

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 languageEnglish (US)
Pages (from-to)10635-10652
Number of pages18
JournalASEE Annual Conference Proceedings
StatePublished - Dec 1 2002
Event2002 ASEE Annual Conference and Exposition: Vive L'ingenieur - Montreal, Que., Canada
Duration: Jun 16 2002Jun 19 2002

All Science Journal Classification (ASJC) codes

  • Engineering(all)

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