The proposed learning style dimensi

The proposed learning style dimensions
are neither original nor
comprehensive. For example, the first
dimension—sensing/intuition— is one
of four dimensions of a well-known
model based on Jung’s theory of
psychological types,1’2 and the fourth
dimension—active/reflective
processing—is a component of a
learning style model developed by
Kolb.3 Other dimensions of these two
models and dimensions of other models4’
5 also play important roles in
determining how a student receives
and processes information. The hypothesis,
however, is that engineering
instructors who adapt their teaching
style to include both poles of each of
the given dimensions should come
close to providing an optimal learning
environment for most (if not all)
students in a class.
There are 32 (25) learning styles in
the proposed conceptual framework,
(one, for example, is the sensory/
auditory/deductive/active/sequential
style). Most instructors would be
intimidated by the prospect of trying
to accommodate 32 diverse styles in a
given class; fortunately, the task is not
as formidable as it might at first
appear. The usual methods of engineering
education adequately address
five categories (intuitive, auditory,
deductive, reflective, and sequential),
and effective teaching techniques
substantially overlap the remaining
categories. The addition of a relatively
small number of teaching techniques
to an instructor’s repertoire should
therefore suffice to accommodate the
learning styles of every student in the
class. Defining these techniques is the
principal objective of the remainder of
this paper.

Hasil (Bahasa Indonesia) 1:

The proposed learning style dimensionsare neither original norcomprehensive. For example, the firstdimension—sensing/intuition— is oneof four dimensions of a well-knownmodel based on Jung’s theory ofpsychological types,1’2 and the fourthdimension—active/reflectiveprocessing—is a component of alearning style model developed byKolb.3 Other dimensions of these twomodels and dimensions of other models4’5 also play important roles indetermining how a student receivesand processes information. The hypothesis,however, is that engineeringinstructors who adapt their teachingstyle to include both poles of each ofthe given dimensions should comeclose to providing an optimal learningenvironment for most (if not all)students in a class.There are 32 (25) learning styles inthe proposed conceptual framework,(one, for example, is the sensory/auditory/deductive/active/sequentialstyle). Most instructors would beintimidated by the prospect of tryingto accommodate 32 diverse styles in agiven class; fortunately, the task is notas formidable as it might at firstappear. The usual methods of engineeringeducation adequately addressfive categories (intuitive, auditory,deductive, reflective, and sequential),and effective teaching techniquessubstantially overlap the remainingcategories. The addition of a relativelysmall number of teaching techniquesto an instructor’s repertoire shouldtherefore suffice to accommodate thegaya setiap siswa dalam belajarkelas. Mendefinisikan teknik ini adalahTujuan utama dari sisakarya ini.