By Topic

A study of the relationship between students' learning styles and instructors' lecture styles

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$31 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

3 Author(s)
Rosati, P. ; Dept. of Eng. Sci., Univ. of Western Ontario, Tononto, Ont., Canada ; Dean, R.K. ; Rodman, S.M.

The Myer-Briggs type indicator (MBTI) has been used by previous researchers as an indicator of the learning-style preferences of engineering students in problem-solving courses. In particular, the sensing/intuitive (S/I) scale separates intuitive students with a preference for abstract, global, and theoretical approaches from so-called sensing students, with their preference for the practical, factual, and specific approach. An experiment is described in which two teaching presentations were designed (one intended to appeal to sensing students and the other intended to appeal to intuitive students) and presented to two similar heterogeneous groups of engineering students. The interactions between student-learning style, teaching-presentation mode, and student performance are explored. It is concluded from these results that the S/I dimension of the MBTI can affect the teaching and learning of technical material

Published in:

Education, IEEE Transactions on  (Volume:31 ,  Issue: 3 )