Adapting to student learning styles in a first year electrical/electronic engineering degree module

Widening access to higher education (HE) has meant an increasing need for flexibility in teaching and assessment to accommodate students who utilise a variety of approaches to learning. This paper examines the learning styles of students engaged on a first year degree electrical/electronic engineering module at the University of Derby and suggests ways to provide further support for their study. The existing teaching and assessment mechanisms used within the module are investigated in relation to learning style preference bias. The paper describes teaching and assessment amendments that have been made in order to provide better support for students with different learning style preferences. The study utilises Honey and Mumford’s Learning Style to examine the learning styles of students, assess existing teaching and assessment methods within the module and suggest module enhancements that should facilitate a broad range of learning styles.