Preferential Learning Styles (PLS) are very seldom considered in engineering pedagogy, and often the approach to design strategies is limited to experiential discovery learning. However, when the pedagogical approach and learning style are not compatible, learning is not optimised. The project explored the effects of implementing a web-strategy approach to design activities of engineering and technology students, with particular emphasis on the active and visual preferential learning styles and 'right brain' cognition. A web-based strategy focused on developing aspects of students' design ability and creativity through design activities, which acknowledged the students' PLS. The design strategy was evaluated by a comparative analysis of control and experimental projects completed between, September 2007 to May 2008. The subjects for this study consisted of one hundred and seventeen undergraduate students. The control project followed a 'traditional' approach, and the experimental project was underpinned with a web-strategy. A comparative analysis of the two groups revealed significantly improved design skills, when the subjects PLS influenced the strategy. This paper discusses the methodologies applied and identifies key outcomes to further refine and develop a 'best practice' web-strategy for design activities pedagogy.
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