Browsing by Subject "Learning Styles"
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Item Open Access Focus on architectural design process through learning styles(Pergamon Press, 2003-09) Demirbas, O. O.; Demirkan, H.Learning as an interactive process is an important issue in architectural design education. This study aims to focus on architectural design process through learning styles that are 'accommodating', 'diverging', 'assimilating' and 'converging' as stated in the Experiential Learning Theory of Kolb. A research was conducted to evaluate the effects of learning style preferences on the performance of design students in a design process. It was found that there were statistically significant differences between the performance scores of students having diverse learning styles at various stages of design process. Also, it was found that performance scores of all students having different learning styles had increased at the end of the design process where the progress of assimilating learners were the highest and accommodating learners the lowest.Item Open Access The relation of learning styles and performance scores of the students in interior architecture education(Bilkent University, 2001) Demirbaş, Özgen OsmanDesign activity has existed since the beginning of life. Through time, this activity has turned to be a profession and the education of it has become important. Learning as an interactive process is an important issue in design studio. This study aims to analyse architectural education through the Experiential Learning Theory of Kolb in which learning is considered as a cycle that begins with experience, continues with reflection and leads to action. Experiential Learning Theory defines ‘accommodating’, ‘diverging’, ‘assimilating’ and ‘converging’ styles as the four different learning styles. A research was conducted to evaluate the effects of learning style preferences on the performance of design students at Bilkent University, in the department of Interior Architecture and Environmental Design. The relation of learning styles and performance scores of design students were analysed. It was found out that there were statistically significant differences between the performance scores of students having different learning styles in different stages of design education through studio process. However, at the end of the process, it was found out that there was no difference in performance of the design students having diverse learning styles.