Relationship of Prior Knowledge and Working Engineers' Learning Preferences: Implications for Designing Effective Instruction

Autor/inn/en	Baukal, Charles E.; Ausburn, Lynna J.
Titel	Relationship of Prior Knowledge and Working Engineers' Learning Preferences: Implications for Designing Effective Instruction
Quelle	In: European Journal of Engineering Education, 42 (2017) 3, S.302-322 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1158792
Schlagwörter	Engineering Education; Cognitive Style; Learning Processes; Preferences; Prior Learning; Manufacturing; Correlation; Multimedia Materials; Instructional Design; Learning Strategies; Statistical Analysis; Professional Continuing Education; Employees; Questionnaires; Participant Characteristics + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Vorkenntnisse; Herstellung; Korrelation; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Berufsfeldbezogener Unterricht; Weiterbildung; Employee; Arbeitnehmer; Beschäftigter; Fragebogen
Abstract	Continuing engineering education (CEE) is important to ensure engineers maintain proficiency over the life of their careers. However, relatively few studies have examined designing effective training for working engineers. Research has indicated that both learner instructional preferences and prior knowledge can impact the learning process, but it has not established if these factors are interrelated. The study reported here considered relationships of prior knowledge and three aspects of learning preferences of working engineers at a manufacturing company: learning strategy choices, verbal-visual cognitive styles, and multimedia preferences. Prior knowledge was not found to be significantly related to engineers' learning preferences, indicating independence of effects of these variables on learning. The study also examined relationships of this finding to the Multimedia Cone of Abstraction and implications for its use as an instructional design tool for CEE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01