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

Date

2016-05

Authors

Demirkan, H.

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Abstract

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.

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Design Studies

Publisher

Elsevier

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Published Version (Please cite this version)

Language

English