Signals and linear systems: a teaching approach based on learning styles concepts

The exclusive teaching of continuous-time concepts before discrete-time concepts in undergraduate signals and linear systems is advocated when circuit analysis is a prerequisite. The reasons for this approach are based on learning styles concepts of inductive/deductive organization, sequential/global understanding and sensory/intuitive perception. This approach is promoted because it: (1) supports inductive progression of material; (2) addresses the needs of students who learn through sensing; and (3) supports both global and sequential learners. Arguments are made that the presentation of continuous-time concepts first promotes the deepest understanding of the material in the largest number of students.<
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