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Learning strategy preferences, verba...

Baukal, Charles Edward, Jr.

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Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design./
Author:	Baukal, Charles Edward, Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	302 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Continuing education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3641289
ISBN:	9781321273663

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design.
Baukal, Charles Edward, Jr.

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 302 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ed.D.)--Oklahoma State University, 2014.

A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences.

ISBN: 9781321273663Subjects--Topical Terms:

527504
Continuing education.

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design.
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245 1 0 $a Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 302 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Lynna J. Ausburn.
502 $a Thesis (Ed.D.)--Oklahoma State University, 2014.
520 $a A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences.
520 $a The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality).
520 $a The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly preferred to the more concrete graphics.
520 $a In the second phase, the more preferred multimedia types in each category from the first phase were compared against each other using relative preference, rating, and ranking and overall rating and ranking. Drawing was the most preferred multimedia type overall, although only slightly more than animation and simulated virtual reality. Text was a distant fourth. These results suggest that instructional content for continuing engineering education should include problem solving and should be highly visual.
590 $a School code: 0664.
650 4 $a Continuing education. $3 527504
650 4 $a Instructional design. $3 3172279
650 4 $a Science education. $3 521340
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710 2 $a Oklahoma State University. $b Education (all programs). $3 1019381
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0664
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3641289