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Interactive learning styles of undergraduate engineering students in New Mexico: A new model.

机译：新墨西哥大学工程专业学生的互动学习方式：一种新模式。

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摘要

The problem of low graduation rates for diverse students in engineering has many causes. Low retention rates for all students in the first two years of an engineering program is a significant problem which must be addressed if universities are going to increase the number of graduates in engineering programs. Faculty and administrators agree, not all students can, or should, become engineers. But, are the "right" students leaving? Are all the "leavers" students who are unable to handle to academic requirements?; This study examined an hypothesized model of interactive learning styles. An exploratory factor analysis using SAS, and a confirmatory factor analysis using LISREL, was performed on the responses from 515 undergraduate engineering students from New Mexico.; The analysis of the data did not support the hypothesized model for interactive learning styles. The analysis did suggest interactive learning styles are different among various respondent subgroups including, male and female, white and minority, and freshmen and senior. These differences include: (1)It appears that interacting with faculty outside of class is more important for females than males. (2)It appears that learning opportunities with other students are more important for male students than females. (3)Learning with other students and answering their questions appears to be more important to minority students than white students. (4)Interacting with faculty outside of class and answering student's questions appears to be more important to freshmen students than seniors. (5)Learning with other students, as well as learning by themselves appears to be more important to seniors than freshmen.; Educational administrators on university campuses can use this study's information to develop faculty development programs which will improve classroom instruction without infringing on the faculty's academic freedom. Administrators can work with faculty to: (1)offer students opportunities to interact with them in an academically meaningful way outside of class. (2)provide opportunities to work with other students during or between classes. (3)increase students' opportunities to answer questions in class, as part of the class discussions, or as part of their work with other students. Providing these learning opportunities for students may increase the retention of these diverse students in engineering programs.
机译：工科不同专业的学生毕业率低的问题有很多原因。工程计划的头两年对所有学生的保留率低是一个重大问题，如果大学要增加工程计划的毕业生人数，则必须解决。教师和管理人员都同意，并非所有学生都可以或应该成为工程师。但是，“正确的”学生会离开吗？是否所有无法满足学术要求的“学习者”学生？这项研究检查了一个假设的交互式学习风格模型。对来自515名来自新墨西哥州的工程学本科生的回答进行了使用SAS的探索性因子分析和使用LISREL的确认性因子分析。数据分析不支持用于交互式学习风格的假设模型。分析确实表明，在不同的受访者亚组中，互动学习风格是不同的，包括男性和女性，白人和少数民族以及新生和年长者。这些差异包括：（1）与女性相比，课堂外与教师的互动似乎比男性更重要。 （2）与男生相比，与其他学生一起学习的机会似乎比女生更重要。 （3）与白人学生相比，与其他学生一起学习并回答他们的问题对少数民族学生似乎更为重要。 （4）与新生相比，与班级外的老师互动和回答学生的问题似乎对新生更为重要。 （5）与大一新生相比，与其他学生学习以及自学对老年人来说似乎更为重要。大学校园中的教育管理者可以使用本研究的信息来开发教师发展计划，这将改善课堂教学，而不会侵犯教师的学术自由。管理员可以与教师合作，以：（1）在课堂外为学生提供以学术上有意义的方式与他们互动的机会。 （2）提供在上课期间或课间与其他学生一起工作的机会。 （3）增加学生在课堂上，在课堂讨论中或与其他学生一起工作中回答问题的机会。为学生提供这些学习机会可能会增加这些多样化的学生在工程课程中的保留率。

著录项

  • 作者

    McShannon, Judith Rea.;

  • 作者单位

    New Mexico State University.;

  • 授予单位 New Mexico State University.;
  • 学科 Education Administration.; Education Educational Psychology.; Engineering General.; Education Higher.
  • 学位 Ph.D.
  • 年度 1998
  • 页码 151 p.
  • 总页数 151
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育心理学;工程基础科学;高等教育;
  • 关键词

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