| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 178555 | Education for Chemical Engineers | 2011 | 21 Pages |
The impact of using a multimedia laboratory manual on preparation, learning, satisfaction and performance in a mass and energy balance laboratory within a mixed discipline student cohort (Engineering, Science And Technology) at the University of Auckland was examined with respect to matching teaching styles with student learning styles over one semester. Learning styles were measured by both the Felder–Silverman–Soloman Index of Learning styles and VARK learning styles instruments.The multimedia manual was beneficial to the learning styles of the students’ surveyed, as they were mainly sensing, sequential, reflective, visual and read/write learners. The surveyed Auckland Engineering students were more reflective learners than overseas cohorts, possibly due to differences in culture and/or pre-university teaching styles.Feedback survey and focus group results suggest teaching and learning benefits that indicate that multimedia manuals should be used in all laboratory courses. This is because student preparation, satisfaction and learning was enhanced, with students more easily performing laboratory tasks and producing laboratory reports demonstrating increased global understanding. This was directly attributable to the multimedia manual matching teaching styles to a wider range of learning styles than the paper manual.
Research highlights▶ Learning styles based multimedia laboratory manual developed. ▶ Available at: http://camlin.ecm.auckland.ac.nz/course/cm211/labC1/. ▶ Use enhanced student preparation, task performance, satisfaction and learning. ▶ Outcomes attributable to matching teaching styles to wider learning style range.
