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

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Research Proposal / Assessment of Student Learning

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

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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