Students have different learning preferences of receiving, processing and internalizing knowledge and skills. If the learning environment is advantageous to the learning styles of the students, there is a higher chance that the students can achieve the intended learning outcomes. Previous research on understanding the learning styles of students suggests that the use of learning style models helped teachers design effective instruction and could help students better understand their own learning preferences. Felder and Silverman (1988) proposed a learning style model, which was designed to capture the important learning style differences among engineering students. The model categorised learning preferences into four dimensions, namely, active/reflective, sensing/intuitive, visual/verbal, and sequential/global (Felder and Spurlin, 2005). After identifying the learning styles of the students, corresponding teaching strategies can then be developed for more effective learning. This research was an preliminary investigation of learning styles of engineering students studying vocationally oriented higher diploma programmes in Hong Kong. Data from over 140 students in two engineering programmes was collected and analysed to identify the learning characteristics of students. It was found that the sample students were marginally reflective, predominately sensing, visual, and sequential learners. Observations from the analysed data provided valuable information for teachers to design more effective teaching strategies
