Self-assessment, reflection, and strategy of learning styles Andragogy and learning styles have been studied to improve the learning and teaching techniques

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Introduction

Self-assessment, reflection, and strategy of learning styles Marc Mougeotte University of Phoenix Managerial Communication / COM 515 Doctor Olga Benítez Garay August 14, 2007 Self-assessment, reflection, and strategy of learning styles Andragogy and learning styles have been studied to improve the learning and teaching techniques. "Andragogy is the art and science of helping adults learn" (Knowles, 1970, ¶ 1). This paper used Felder-Silverman model (2002) to determine the author's preferences and create strategies to improve performance through approaches to learning. The test results are consistent with engineering faculty studies (Felder & Spurlin, 2005), the author background. It will be shown how the student can manage the preferences to create a benefit to the learning style. The availability of learning style researches is a valuable tool; it limits, when provided at an early stage of the student life, the lose of professional, drop out of the field of study, change of carrier, and instructor frustration during the intellectual development (Felder, 2002). Felder and Silverman (2002) developed the Index of Learning Styles (ILS, version 2); a self-scoring questionnaire for assessing preferences on four dimensions.

Middle

Nevertheless, a thorough analysis is needed to accomplish the vision of doing the job right the first time; the acknowledgment of this vision has balanced the active-reflective dimension - scored one toward reflective. Performing continuously at the same working area would strongly shift the preference toward the active dimension. Combined with the next dimension preference, such activity equals boredom. The habit of doing projects without any initial knowledge on the matter, has favored the intuitive dimension - scored three - over sensing. This dimension correlates to the creativity of the author. By accomplishing long term projects the sensing dimension would be activated, then creating equilibrium of the dimensions. The author scored seven toward the visual dimension. The author's only source of verbal learning is with consultants and suppliers, since on the job instructions are mostly provided by email or brief verbal communication. This dimension is omnipresent. The author has noted that even during verbal communication, his mind reproduces visualization of the subject, which can be retrieved later on.

Conclusion

Working experience makes professional engineers move toward the right hand side of the graph (Felder & Silverman, 1988). This shift may be due to lack of continuous intellectual development, effective knowledge transfer, or inadequate training techniques. The individual will create a balance by looking for continuous in job training, creating effective processes to transfer knowledge, assisting at convention or attending a new degree to increase the learning approach and achieve continuous professional growth. The ILS results of the author (Felder, 2002), combined with the findings of the studies (Felder & Spurlin, 2005), from various engineering departments, show that engineering students tend to shift their learning styles toward the right hand side of the graph at the professional level. Nevertheless, the experience, environment, and goals of each individual will format the ever-adapting learning style, even when a given preference is strongly shifting toward a dimension. The environment is crucial to the learning process. It will create the opportunities for the professionals to climb to a new knowledge level. Through the identification and mastering of the learning styles, the individual will continuously grow with the surrounding knowledge.

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