Southern drift: the learning styles of first and third year students of the built environment
Tucker, Richard 2006, Southern drift: the learning styles of first and third year students of the built environment, in ANZAScA 2006 : Challenges for architectural science in changing climates: proceedings of the 40th Annual Conference of the Architectural Science Association., School of Architecture, Landscape Architecture and Urban Design, University of Adelaide and Architectural Science Association, Adelaide, S. Aust., pp. 294-301.
This paper focuses on learning processes across the design curriculum of Deakin University School of Architecture and Building (Australia) through the recognition of the four learning styles - 'accommodating', 'diverging', 'assimilating' and 'converging' - that are defined in the Experiential Learning theory of Kolb. The research has been conducted to evaluate the effects of learning style preferences on the performance of built environment students from diverse backgrounds and cultures in projects across a range of learning situations. The results of the research are being used to inform andragogical refinements that will be tested in design studio and technology lecture units studied by students of Architecture and Construction Management. The paper will focus on the results of a cross-curriculum learning style survey. The sUivey was conducted as part of a Strategic Teaching and Learning Grant funded project currently running at Deakin as a reflexive research program aimed at resolving the learning difficulties of students collaborating in multi~disciplinary and multi~cultural team assignments. By addressing the issues of multidisciplinarity, cultural inclusiveness and the internationalisation of higher education, the research program aims ultimately at the education of graduates who are able to bring leadership to multidisciplinary design collaborations co-operating across international boundaries towards a global sustainable future.
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Field of Research
129999 Built Environment and Design not elsewhere classified
HERDC Research category
E1 Full written paper - refereed
ERA Research output type
X Not reportable
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