Adapting to student learning styles in a first year electrical/electronic engineering degree module

Figures & data

Table 1 Scoring norm for science and engineering students as defined by Honey and Mumford (1992)

Preference	Activist	Reflector	Theorist	Pragmatist
Very strong	13–20	18–20	16–20	16–20
Strong	11–12	16–17	14–15	14–15
Moderate	6–10	12–15	11–13	11–13
Low	4–5	9–11	8–10	9–10
Very low	0–3	0–8	0–7	0–8

Table 2 Summary of learning style preferences for EEPT module students

Preference	Number of students with particular learning style preference
Activist	Reflector	Theorist	Pragmatist
Very strong	11	5	4	3
Strong	6	10	7	10
Moderate	23	17	16	18
Low	4	9	11	8
Very low	2	5	8	7

Table 3 Learning environments referenced with learning styles

Learning style	Best supported	Least supported
Activist	New experiences, problems or opportunities. Able to generate ideas without constraints. Have high limelight/visibility - chair meetings etc. Are thrown in at the deep end with challenging tasks. Are involved with other people.	Passive roles - having to listen to lectures, read or watch. Required to engage in solitary work - reading, writing, thinking on their own. Asked to assess beforehand or appraise afterwards what they have learnt.
Reflector	Allowed to watch or think about activities. Stand back and listen or observe. Have the opportunity to review what they have learnt. Can reach decision in their own time without pressure and tight deadlines.	Forced into limelight. Involved in situations that require action without planning. Given insufficient data on which to base a conclusion. Worried by pressures of time.
Theorist	Have time to explore methodically the interrelationships between ideas, events and situations. Are in a structured situation with a clear purpose. Can listen or read about ideas and concepts that emphasise rationality or logic and are well argued.	Pitchforked into doing something without a context or apparent purpose. Are involved with unstructured activities with open-ended problems. Asked to decide or act without a basis in policy, principle or concept. They doubt the subject matter is methodologically sound. They feel themselves out of tune with other participants.
Pragmatist	There is an obvious link between subject matter and a problem or opportunity. Are shown techniques for doing something with obvious practical advantages -how to save time etc. Try out and practice techniques with coaching/feedback from credible experts. Are given immediate opportunity to implement what they have just learnt.	Learning is not related to an immediate need or relevance. No practice or clear guidelines on how to do something. There is no apparent reward from the learning activity.

Table 4 Author’s learning style preferences

	Activist	Reflector	Theorist	Pragmatist
Score	9	14	12	10
Preference	Moderate	Moderate	Moderate	Low

Table 5 Key teaching and assessment methods within the EEPT module

Assessment
Task description	Activist learning	Reflector learning	Theorist learning	Pragmatist learning
Individual assignment Reading, writing individual essay and calculation	Problem solving.	Work in own time. Time to review and research their work. Read about concept and ideas.	Clearly defined assignment with set goals. Time to explore interrelation between concepts and ideas. Can analyse and generalise concepts.	Time to think about how to apply learning.
Unseen examination Written individual essay and calculation	Thrown in at deep end.	Guidelines given on topics covered within exam.	Clearly defined assignment with set goals. Guidelines given on topics covered within exam.
Paired laboratory Practical, hands-on, paired work	Hands-on. New problems and experiences. Involved with others.	Workbook handed out early for preparation to review and research.	Workbook handed out early for preparation to review and research. Can analyse and generalise concepts.	Real examples. Shown practical advantages.
Teaching
Lectures Listen and observe, some discussion and interaction.	Mostly passive, not good for activists.	Able to stand back, listen and observe. Can review what has been learnt in own time.	Structured lectures with clear purpose. Can analyse and generalise concepts in own time.	Real examples.
Tutorials Hands-on, solving tasks, discussions and calculations.	Active role, solving tasks and calculations. Challenging tasks.	Can review what has been learnt and work at own pace.	Defined activities with purpose and real examples.	Real examples. Shown practical advantages. Interactive. Immediate feedback from expert.
Worked example lectures Listen and observe, some hands-on, discussing scenarios and calculations.	Partly active role, solving tasks and calculations.	Guided through examples and calculations, able to stand back, listen and observe, able to review what has been learnt in own time.	Guided through examples and calculations. Structured lectures with clear purpose.	Real examples. Shown practical advantages.

Table 6 Modifications to teaching and assessment methods

Assessment
Task description	Activist learning	Reflector learning	Theorist learning	Pragmatist learning
Individual assignment Reading, writing individual essay and calculation based on real-life problem or situation.	Problem solving. Pictures, schematics, graphs and sketches provided where possible.	Work in own time. Time to review and research their work. Read about concept and ideas.	Clearly defined assignment with set goals. Time to explore interrelation between concepts and ideas. Can analyse and generalise concepts.	Time to think about how to apply learning. ‘Real’ problem situation makes it possible to see relevance and practical benefit.
Unseen examination Written individual essay and calculation based on real-life problem or situation.	Thrown in at deep end. Pictures, schematics, graphs and sketches provided where possible.	Guidelines given on topics covered within exam.	Clearly defined assignment with set goals. Guidelines given on topics covered within exam.	‘Real’ problem situation makes it possible to see relevance and practical benefit. Case study-based scenarios.
Paired laboratory Practical, hands-on, paired work.	Hands-on. New problems and experiences. Involved with others.	Workbook handed out early for preparation to review and research. Paired discussions.	Workbook handed out early for preparation to review and research. Can analyse and generalise concepts.	Real examples. Shown practical advantages.
Teaching
Lectures Listen and observe, some discussion and interaction.	More pictures, schematics, graphs and sketches before, during and after verbal presentations. Group discussions.	Able to stand back, listen and observe. Can review what has been learnt in own time. Provide intervals in teaching for students to think about what they have been told.	Structured lectures with clear purpose. Can analyse and generalise concepts in own time. Directing students to further reading outside the lesson.	Real examples. More pictures, schematics, graphs and sketches before, during and after verbal presentations.
Tutorials Hands-on, solving tasks, discussions and calculations.	Active role, solving tasks and calculations. Challenging tasks. Group discussions.	Can review what has been learnt and work at own pace. Provide intervals for students to think about what they have been told. Feedback on progress.	Defined activities with purpose and real examples. Directing students to further reading outside the lesson.	Real examples. Shown practical advantages. Interactive. Immediate feedback from expert. Discussions about real problems.
Worked example lectures Listen and observe, some hands-on, discussing scenarios and calculations.	Partly active role, solving tasks and calculations. More pictures, schematics, graphs and sketches before, during and after verbal presentations. Brainstorming. Group discussions.	Guided through examples and calculations, able to stand back, listen and observe, able to review what has been learnt in own time. Provide intervals for students to think about what they have been told.	Guided through examples and calculations. Structured lectures with clear purpose. Directing students to further reading outside the lesson.	Real examples. Shown practical advantages. More pictures, schematics, graphs and sketches before, during and after verbal presentations.

HoneyP. and MumfordA. (1992) The manual of learning styles (third edition). Maidenhead, Berkshire: McGraw-Hill Book Company (UK) Ltd.

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