Student learning styles in landscape architecture education

Robert D. Brown, Mary E. Hallett, Ronald R. Stoltz

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Everyone has a preferred style of learning. These preferences can be measured through several methods, including personality typing. This paper has used learning styles of landscape architecture students at the University of Guelph to determine effective means of teaching. The learning styles of the student population were determined to be very different from the general population. The students were represented by a disproportionately high number of 'intuitive' (N) learners. More than 75% of the students preferred to learn as either intuitive 'feelers' (NF) or intuitive 'thinkers' (NT). These students tend to learn best through problem-based learning, colloquia, and group work, and prefer workshops and seminars to lectures. The teaching styles of teachers of landscape architecture were also determined and compared with student learning styles. Not surprisingly, there was considerable similarity between the two groups. Suggestions for effective teaching methods have been outlined, with the recommendation that a wide range of teaching methods be employed in an attempt to communicate with all students.

Original languageEnglish (US)
Pages (from-to)151-157
Number of pages7
JournalLandscape and Urban Planning
Volume30
Issue number3
DOIs
StatePublished - Dec 1994

Keywords

  • Landscape education
  • Pedagogy
  • Teaching methods

ASJC Scopus subject areas

  • Ecology
  • Nature and Landscape Conservation
  • Management, Monitoring, Policy and Law

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