Characterizing Engineering Learners’ Preferences for Active and Passive Learning Methods

Abstract

This paper studies electrical engineering learners' preferences for learning methods with various degrees of activity. Less active learning methods such as homework and peer reviews are investigated, as well as a newly introduced very active (constructive) learning method called ''slectures,'' and some others. The results suggest that graduate students' perception of the usefulness of the activity increases with its level of activity. For undergraduate students, an increased perception of the usefulness of the activity was observed for lightly active but structured learning methods. Group-based analysis focusing on two types of learners, defined as ''instructor-dependent'' and ''instructor-independent'' according to their perception of the usefulness of the classroom lectures, was also performed. The results suggest that instructor-independent learners may benefit more from active learning methods than instructor-dependent learners. For example, instructor-independent undergraduate learners were found to perceive the homework assignment as being more useful than the lectures. Such a preference was not seen in the average group data. In fact, no learning method was found to be perceived as more useful than the lectures, on average. Thus this paper illustrates the pertinence of group-based data analysis.