Shreeranga Bhat
1*,
Rio D�Souza
2,
E. S. M. Suresh
3,
Sathyendra Bhat
4,
Ragesh Raju
4,
Vinayambika S. Bhat
5
- Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, India
- Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, India
- Department of Civil and Environmental Engineering, National Institute of Technical Teachers Training and Research, Chennai, Tamilnadu, India
- Department of Computer Applications, St Joseph Engineering College, Mangaluru, Karnataka, India
- Department of Electronics and Communication Engineering, Mangalore Institute of Technology and Engineering, Moodabidri, Karnataka, India
Abstract
Diversity is inevitable in every walk-of-life, and rightly in the learning process. Lack of strategies to address the need for diversified learning style is one of the stumbling-blocks for achieving the desired outcome among the students. The purpose of the research is to dwell deeper into the pedagogies of engagement to establish the strategies to accommodate diversity in learning style withing each session. The objective is to create a framework for resolving the issues of learning diversity through dynamic classroom strategies. Action Research Methodology is adopted to deploy and unearth the feasibility of strategies to resolve issues of learning styles. Silverman-Felder�s learning style approach is used to create a dynamic classroom. Also, statistical techniques are used to draw the inference and to determine the effectiveness of the established strategies to resolve the learning issues. The study indicated that learning styles could be effectively addressed in every session through meticulous planning and deployment of active learning methodology. The dynamic classroom approach has resulted in the achievement of the determined that the scientific planning of the session brings socio-technical changes among the students and in the system. desired outcome, which was validated through the assessment at the end of the session. Besides, the strategies adopted are validated by comparing the outcome of the other section through the internal test. Also, feedback of the students substantiated the methodology adopted to resolve the issues of diversity in learning styles. The study culminates that learning diversity can be addressed effectively only when the tutor is aware of learning styles and active learning strategies. Also, it is ascertained that the meticulous planning assists the faculty in ensuring value-added activities in the session. In addition, well-established
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