Browsing by Subject "Learning style"

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    The effects of learning styles and gender on the academic performance of interior architecture students
    (Elsevier, 2010-01) Demirkan, H.; Demirbaş, Ö. O.
    The study focuses on design education using ‘Index of Learning Style’ (ILS) and explores the effects of learning styles and gender on the performance scores of design students. The ILS is designed to assess preferences on four scales of a learning style model formulated by Felder and Silverman (1988). The findings indicated that the usual methods of interior architecture education address a well-balanced class position in active/reflective and sensing/intuitive scales, a moderate to strong preference in visual scale and a weak preference in global scale. Furthermore, in the two-way analysis significant effects were obtained between the individual interactions of active/reflective scale with the other three scales when the academic performance score was the dependent variable.
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    ItemOpen Access
    An inquiry into the learning-style and knowledge-building preferences of interior architecture students
    (Elsevier, 2016-05) Demirkan, H.
    This study explores the learning-style and knowledge-building preferences of interior architecture students using Felder-Soloman's Index of Learning Styles. Considering the learning and knowledge-building skills of students in design education, this study concludes that the instructor should not only be a conveyor of knowledge but also a facilitator. The findings indicate that design students' preferred learning styles are as follows, in descending order: Sensing/Intuitive, Visual/Verbal, Active/Reflective and Sequential/Global. In the two-way analysis, where the student's design studio grade was the dependent variable, significant effects were obtained for each scale. Furthermore, double interactions were highly significant between the Active/Reflective and Sensing/Intuitive scales and between the Active/Reflective and Sequential/Global scales. © 2016 Elsevier Ltd. All rights reserved.