{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/218"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/218","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"An exploratory study of Ontario college electrical engineering students’ learning styles","abstract":"2016-03","abstract_html":"2016-03","abstract_has_math":false,"creators":["Tracz, Warren"],"institution":"Athabasca University","degree_name":"M.Ed.(DE)","degree_level":null,"degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Dr. Susan Moisey","Dr. Cynthia Blodgett-Griffin, Center for Distance Education","Dr. Beth Perry, Faculty of Health Disciplines"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-31","date_published":"2017-01-31","updated_at":"2026-08-21T16:41:56Z","subjects":["Learning styles","VAK","Kolb","Communication preferences","College students","Engineering technology","Post-secondary education","Distance education","Instructional design","Case study"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-218"],"render_values":[{"text":"TC-AEAU-218","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10791/218","outbound_label":"Handle","outbound_source":"dc:identifier"},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F218","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Susan Moisey","Dr. Cynthia Blodgett-Griffin, Center for Distance Education","Dr. Beth Perry, Faculty of Health Disciplines"]},{"key":"dc:creator","label":"Author","values":["Tracz, Warren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-01-31"]},{"key":"dc:publisher","label":"Institution","values":["Athabasca University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Centre for Distance Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.Ed.(DE)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Athabasca University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning styles","VAK","Kolb","Communication preferences","College students","Engineering technology","Post-secondary education","Distance education","Instructional design","Case study"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10791/218","https://dt.athabascau.ca/jspui/bitstream/10791/218/4/WarrenTraczFinal.pdf","TC-AEAU-218"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2016-03","This exploratory case study sought to determine the learning styles of Ontario college electrical engineering students using the Barsch Learning Style Inventory (VAK) and Kolb 3.1 learning style instruments. The findings are compared to previously conducted university studies. In addition to learning style, basic demographic data as well as Internet-based communication preferences in academic pursuits were obtained from six participants. The results indicate that this convenience sample of technical college electrical engineering students have kinesthetic and accommodator styles, which differ from their university counterparts who tend to have visual, assimilator, or converger preferences. These findings support the long standing instructional traditions found in electrical engineering community college programs where hands-on laboratory and project activities focus on application. These findings can aid college faculty in the development and delivery of engineering courses in online, blended, and distance education formats, as well as guide additional research on such programs."]},{"key":"dc:title","label":"Title","values":["An exploratory study of Ontario college electrical engineering students’ learning styles"]}]}],"canonical_facts":{"dc:contributor":["Dr. Susan Moisey","Dr. Cynthia Blodgett-Griffin, Center for Distance Education","Dr. Beth Perry, Faculty of Health Disciplines"],"dc:creator":["Tracz, Warren"],"dc:date":["2017-01-31"],"dc:description":["2016-03","This exploratory case study sought to determine the learning styles of Ontario college electrical engineering students using the Barsch Learning Style Inventory (VAK) and Kolb 3.1 learning style instruments. The findings are compared to previously conducted university studies. In addition to learning style, basic demographic data as well as Internet-based communication preferences in academic pursuits were obtained from six participants. The results indicate that this convenience sample of technical college electrical engineering students have kinesthetic and accommodator styles, which differ from their university counterparts who tend to have visual, assimilator, or converger preferences. These findings support the long standing instructional traditions found in electrical engineering community college programs where hands-on laboratory and project activities focus on application. 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