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The Learning Conference 2003

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Presentation Details


Learning Style Diversity in Tertiary Level Computer Science

Susan George.

This paper reports a study completed on learning style diversity in tertiary level computer science at the University of South Australia. We aimed to examine the diversity in the context of teaching and learning activities and assessment. Of particular interest was the relationship between assessed coursework and examination performance. There is often a discrepancy between the coursework (typically a programming assignment) and examination. We are forced to consider whether the coursework activities really do support the entire range of desired learning outcomes; a necessary alignment as suggested by Biggs (Biggs, 1999). Additionally, given the increased size of classes there is likely to be an increased diversity among learners, and we seek to investigate the attainment among the various learning style preferences as identified by Kolb (Kolb, 1984). We find that a broader range of coursework activities should be considered - both to support learners of different styles and help achieve the course learning outcomes as measured by the final examination.


Susan George  (Australia)
Senior Lecturer
Computer and Information Science
University of South Australia

  • Constructive Alignment
  • Learning Style Diversity Computer Science
  • Reflective Journal

(Virtual Presentation, English)