Focus on the learning styles of freshman design students

Abstract

Using Kolb's Experiential Learning Model, this study explores learning styles of freshman design students in three consecutive academic years. Principal Component Analysis method is used to reduce the number of variables and classify them according to the priorities assigned to learning process by the design students. Findings showed that the distribution of design students through learning style preference was concentrated in assimilating group with coordinates close to the intersection of the axes of the Learning Style Type Grid. The bipolar perceive dimension indicated that the freshman design students are more related to the analytical skills of theory building, quantitative analysis and technology. Also, the bipolar process dimension showed that they have better behavioural skills compared to perceptual learning skills.

Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

“…Supporting previous research, the study found evidence for all learning styles (Bender, 2004; Demirbas & Demirkan, 2003; Demirkan & Demirbas, 2008; Kvan & Yunyan, 2005; Nussbaumer & Guerin, 2000). This underscores the multidisciplinary nature of design where varied learning is encouraged.…”

An inquiry into the learning-style and knowledge-building preferences of interior architecture students

“…These conceptual representations are linked both with external forms of knowledge, as sketches or architectural drawings, and with internal representations of the model, as visual imagery. Studies have shown that people have different ways of receiving and processing information (Litzinger, Lee, Wise, & Felder, 2007;Smith & Kolb, 1996), and previous researches confirm that this also applies to students going through the design process (Carmel-Gilfilen, 2012;Demirkan & Demirbas, 2008;Kvan & Yunyan, 2005). Incorporating learning styles in design-studio instruction may make learning easier and lead to better student performance.…”

“…Newland et al (1987) identified four types of design styles using the K-LSI in an empirical study of practicing architects, the goal of which was to improve design information transfer. Using K-LSI, design educators have also started to explore learning-style characteristics that can develop better learning in design (Carmel-Gilfilen, 2012;Demirbas & Demirkan, 2003, 2007Demirkan & Demirbas, 2008;Kvan & Yunyan, 2005). Demirkan's studies (2003, 2007) showed that the distribution of design students across learning-style preference was more concentrated in Assimilating and Converging groups.…”

Volume 10 Issue 1

“…This would be corroborated by the findings of Terrell (2002) whose results indicated that most doctoral students majoring in Computing Technology in Education fell into Kolb's Converger and Assimilator categories. Similarly, Demirkan and Demirbaş (2007) observed that the distribution of freshman design students was concentrated in the assimilating group.…”