<p>Teaching University-Level Technology Students via the Learning Preferences and Problem-Solving Approach</p>

Abstract

This article focuses on how technology educators can challenge students to “think” about technical problems. A key aspect of success in quality problem solving is understanding learning preferences and problem-solving approaches. The Learning Style Inventory (LSI) can be used to assess an individual’s ideal way to learn, in essence, a person’s learning preference (Kolb, 1984). It also can be beneficial to understand how students approach problems. The Kirton Adaption-Innovation Inventory (KAI) can be used to measure an individual’s problem-solving approach (Kirton, 1999). The purpose of this study was to determine the most effective way to teach university-level technology students to solve problems, according to their learning preferences and problem-solving approaches. The results of the study indicated that a majority of the technology students had a combination of learning preferences. The next highest percent and frequency of the students’ learning preferences was accommodating. In addition, the students in this study were both adaptive and innovative in their problem-solving approaches. One way to effectively teach problem solving to university-level technology students is to form teams of students whose members have differing learning preferences and approaches. Moreover, educators can provide learning activities that address the phases of the learning cycle and the ways in which students like to approach problems.