Proposal Title

Connecting instructional methods and outcomes to student learning style through self-assessment

Track

Research Proposal / Assessment of Student Learning

Proposal Abstract

Review of student self-assessment and feedback from a study used initially to identify features of instruction and activities that would promote scientific\ quantitative reasoning, writing and critical\ analytical thinking skills for students having different learning style, revealed that styles had been strongly influenced by active teaching and learning. A revised question was investigated: Will preferred/ “actual” student learning style change on exposure to particular interactive instruction and activities? Pre- and post-course assessments (including the Kolb Learning Style Inventory) were used to identify student learning style, evaluate skills, and outcomes; feedback about effectiveness of particular learning activities was also obtained

Proposal Description

Review of responses from studen tself-assessment and feedback during a study to identify features of instructional methods and activities that would promote general education outcomes for students having different learning style, reavealed that indibidual styles may have been influenced by active teaching annd learning activities. In a follow-up study, in the introductory-level chemistry course for non-scienve majors )covering scientific\ quantitative reasoning, writing and critical\ analytibal thinking skills ), a revised question was investigated: Will preferred/ “actual” student learning style change on exposure to interactibe instructional materials and certain actibities ? Pre- and post-course assessment were used to ebaluate skills and student self-assessment was used to identify preferred learning style; feedback avout specific instructional methods and actibities was obtained. The Kolb Learning Style Inbentory was used at the beginning and end of the course to obtain complementary information. Results were correlated with studen responses from a variety of instruments and tracked longitudinally. Interactive activities influenced students’ preferred learning mode ; to the extent that students reported a change in style at the end of the course. The majority of students reported enhancement of learning skills, with most numerous and significant increases for those students who had identified themselves as not preferring group and hands-on activities.
Practically, teaching methods and activities may be used to guide students from passive to active learning and thus achieve vetter learning outcomes.
After a 15-minute presentation outlining learning styles and theories , study parameters, incestigation tools and conclusion , a15-minute facilatated roundtable disscussion highlighting participant’s experiences will be held.
During the remaining 30-minute workshop participants will explore how a variety of teaching practices and learning strategies may be aligned with learning outcomes and styles Participants will be guided using worksheets to formulate a teaching approach that will take student learning style into account

Session Format

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Mar 29th, 4:00 PM Mar 29th, 5:00 PM

Connecting instructional methods and outcomes to student learning style through self-assessment

Review of student self-assessment and feedback from a study used initially to identify features of instruction and activities that would promote scientific\ quantitative reasoning, writing and critical\ analytical thinking skills for students having different learning style, revealed that styles had been strongly influenced by active teaching and learning. A revised question was investigated: Will preferred/ “actual” student learning style change on exposure to particular interactive instruction and activities? Pre- and post-course assessments (including the Kolb Learning Style Inventory) were used to identify student learning style, evaluate skills, and outcomes; feedback about effectiveness of particular learning activities was also obtained