Focus on the learning styles of freshman design students

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dc.citation.epage266en_US
dc.citation.issueNumber3en_US
dc.citation.spage254en_US
dc.citation.volumeNumber29en_US
dc.contributor.authorDemirkan, H.en_US
dc.contributor.authorDemirbaş, Ö. O.en_US
dc.date.accessioned2015-07-28T11:58:20Z
dc.date.available2015-07-28T11:58:20Z
dc.date.issued2008-05en_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.description.abstractUsing 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.en_US
dc.identifier.doi10.1016/j.destud.2008.01.002en_US
dc.identifier.eissn1872-6909
dc.identifier.issn0142-694X
dc.identifier.urihttp://hdl.handle.net/11693/11678
dc.language.isoEnglishen_US
dc.publisherElsevieren_US
dc.relation.isversionofhttps://doi.org/10.1016/j.destud.2008.01.002en_US
dc.source.titleDesign Studiesen_US
dc.subjectDesign educationen_US
dc.subjectExperiential learningen_US
dc.subjectLearning stylesen_US
dc.subjectHigher-educationen_US
dc.subjectPerformanceen_US
dc.subjectStudioen_US
dc.titleFocus on the learning styles of freshman design studentsen_US
dc.typeArticleen_US

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