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Getting old and heading south: the academic success of Southerner learners in design cohorts

journal contribution
posted on 2009-04-19, 00:00 authored by Richard TuckerRichard Tucker
This paper investigates the relationship between learning style, as determined by Kolb's Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first- and third-year architecture students. The paper focuses on the results of a cross-curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi-disciplinary and multi-cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments.

History

Journal

Higher education research and development

Volume

28

Issue

2

Pagination

195 - 207

Publisher

Routledge

Location

London, England

ISSN

0729-4360

eISSN

1469-8366

Language

eng

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2009, Taylor & Francis