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, RichardORCID iD for Tucker, Richard
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
Keyword(s) architectural education
learning styles
built environment
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

Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 6 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 1263 Abstract Views, 12 File Downloads  -  Detailed Statistics
Created: Mon, 29 Sep 2008, 08:51:45 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact