#Webtools ncsu learning styles full#

Engineering Education, 78(7), 674-681.įollow us on Instagram: MBTI.Specialist or StudentSuccessSpaceįollow us on YouTube: StudentSuccessSpace Learning and Teaching Styles in Engineering Education. What type of perspective is provided on the information presented: sequential-step-by-step progression (the trees), or global-context and relevance (the forest)?” (Felder & Silverman, 1988, p.675).įelder, R.What mode of student participation is facilitated by the presentation: active-students talk, move, reflect, or passive-students watch and listen?.How is the presentation organized: inductively-phenomena leading to principles, or deductively- principles leading to phenomena?.What mode of presentation is stressed: visual-pictures, diagrams, films, demonstrations, or verbal- lectures, readings, discussions?.“What type of information is emphasized by the instructor: concrete- factual, or abstract-conceptual, theoretical?.The accessibility to this information was to aid educators in matching their teaching style to the needed learning style.

#Webtools ncsu learning styles full#

The full 44-question inventory that was later developed can be accessed at:ĭespite the accessibility of the inventory, there seems to be little data to ensure the validity and reliability of this measurement inventory.Īdditional questions were developed by Felder & Silverman to determine preferred teaching styles.

How does the student progress toward understanding: sequentially-in continual steps, or globally-in large jumps, holistically?” ( Felder & Silverman, 1988, p.675).

How does the student prefer to process information: actively- through engagement in physical activity or discussion, or reflectively- through introspection?.

With which organization of information is the student most comfortable: inductive-facts and observations are given, underlying principles are inferred, or deductive-principles are given, consequences and applications are deduced?.Through which sensory channel is external information most effectively perceived: visual-pictures, diagrams, graphs, demonstrations, or auditory- words, sounds? (Other sensory channels-touch, taste, and smell-are relatively unimportant in most educational environments and will not be considered here.).“What type of information does the student preferentially perceive: sensory (external)-sights, sounds, physical sensations, or intuitive (internal)-possibilities, insights, hunches?.In the original work, Felder and Silverman proposed five questions that could aid in determining the preferred learning style. Although Felder and Silverman first proposed their learning styles in 1988 in a paper entitled Learning and Teaching Styles in Education, the measure or assessment was not readily available until 1996.