Re-Examining ‘Learning by Doing’: Implications from Learning Style Migration

Abstract

‘Learning by doing’ is taught in many design studio classes as a fundamental approach for novice designers. However, there is no consensus on how ‘learning by doing’ should be strategically applied in design classes. Many theoretical learning science models suggest that learning strategies change dynamically as students later enter their respective professions. The term ‘learning by doing’ in design education thus acquires different meanings for students at different professional levels, and this knowledge should be used to direct design instruction. Using Kolb’s Learning Style Inventory, this study compares the undergraduate learning styles at different levels in Hunan University (HNU), over three consecutive years by observing learning style migration patterns and discussing the implications of a ‘learning by doing’ strategy. The results indicate that there are two main types of ‘learning by doing’ for design students, both of which meet specific learning objectives for different professional levels.