  Students express a wide range of preferences for learning environments. We
are trying to measure the manifestation of learning styles in various learning
environments. In particular, we are interested in performance in an environment
that disagrees with the expressed learning style preference, paying close
attention to social (group vs. individual) and auditory (those who prefer to
learn by listening) environments. These are particularly relevant to
activity-based curricula which typically emphasize group-work and de-emphasize
lectures. Our methods include multiple-choice assessments, individual student
interviews, and a study in which we attempt to isolate the learning
environment.
