An empirical investigation on learning and teaching lean manufacturing
ISSN: 0040-0912
Article publication date: 4 February 2020
Issue publication date: 6 April 2020
Abstract
Purpose
This article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.
Design/methodology/approach
Data were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.
Findings
Results indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.
Originality/value
Although teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.
Keywords
Citation
Luz Tortorella, G., Miorando, R., Fettermann, D. and Tlapa Mendoza, D. (2020), "An empirical investigation on learning and teaching lean manufacturing", Education + Training, Vol. 62 No. 3, pp. 339-354. https://doi.org/10.1108/ET-11-2018-0232
Publisher
:Emerald Publishing Limited
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