Southern drift : the learning styles of first and third-year students of the built environment Tucker, Richard 2007, Southern drift : the learning styles of first and third-year students of the built environment, Architectural science review, vol. 50, no. 3, pp. 246-255. Attached Files Name Description MIMEType Size Downloads Title Southern drift : the learning styles of first and third-year students of the built environment Author(s) Tucker, Richard orcid.org/0000-0001-9989-251X Journal name Architectural science review Volume number 50 Issue number 3 Start page 246 End page 255 Publisher Earthscan Ltd. Place of publication London, England Publication date 2007 ISSN 0003-8628 1758-9622 Keyword(s) architectural education design learning styles pedagogy built environment Kolb Summary This paper investigates learning processes across a built environment design curriculum through the recognition of the four learning styles defined in the experiential learning theory of Kolb, i.e., 'accommodating', 'diverging', 'assimilating' and 'converging.' The paper focuses on the results of a cross-curriculum learning style survey. The results of the survey appear to explain why many prior studies of the personality characteristics, learning and cognitive styles of practitioners and of design students at different stages of their education appear conflicting. The hypothesis tested to resolve these inconsistencies asked whether design-learning styles are fixed or change as students' progress through their studies. The survey provides evidence of a statistically significant relationship between learning styles and year of study. The evidence suggests a southern drift (the term refers to the spatial interrelationship of styles in the two-dimensional Kolb Learning Style Index [LSI] cycle) towards the abstract conceptualisation mode of the learning process as students near the completion of their studies. This fluidity in learning style remains a hypothesis until further research is able to study one cohort for the entirety of a degree program. The paper argues that the possibility of learning style fluidity needs determining if learning style theory is to provide a workable model for informing the teaching of architecture. Language eng Field of Research 130309 Learning Sciences Socio Economic Objective 930201 Pedagogy HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2007, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30007406 Document type: Journal Article Collections: School of Architecture and Built Environment Higher Education Research Group Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 24 Nov 2008, 12:50:20 EST Mon, 15 Jun 2009, 11:06:32 EST Tue, 18 Aug 2009, 09:02:06 EST Tue, 18 Aug 2009, 09:03:36 EST Tue, 25 Aug 2009, 14:15:23 EST Fri, 04 Sep 2009, 16:08:14 EST Fri, 04 Sep 2009, 16:09:00 EST Tue, 01 Jun 2010, 11:33:28 EST Thu, 14 Jul 2011, 14:07:26 EST Mon, 15 Aug 2011, 14:59:26 EST Wed, 15 Feb 2012, 15:46:39 EST Mon, 03 Jun 2013, 16:17:09 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 5 times in Scopus Search Google Scholar Access Statistics: 885 Abstract Views, 12 File Downloads  -  Detailed Statistics Created: Mon, 29 Sep 2008, 08:51:45 EST

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