​

PhD thesis Title:

Exploring Transition towards Independent Learning Student Experiences in The First Year of Architecture School

Abstract:

This thesis explores the learning experiences of students in  the  architectural  design studio,  specifically  looking  at  learning  issues  associated  with  the  transition  from dependence to independence   and   analysing   students'   accounts   of   their   learning processes during their first year.

The   study   methodology   combined   both   qualitative   and quantitative   tools. This provided a detailed evaluation of the key factors in learning independence within the design studio –   such as gender, age, and nationality –   and tracked changes in the  students'  skills  throughout  the  year,  in  addition  to investigating  the correlation  between  level  of  learning  independence  and  academic performance. The sample for the quantitative study consisted of two groups: the first comprised 87 students who completed the ALS questionnaire at the beginning of the year; and the second, 83 students who  completed  the  questionnaire  at  the  end  of  the  year.  During  the  time between ALS1 and ALS2, we collected narratives from 10 students through 50 interviews to  gain  a  fuller  understanding  of  their  independence  experiences,  particularly  with respect to their engagement with and transition onto the course. The study capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need of outside influences to learn as well.

Most  of  the  students  appreciated  the learning  environment  within  the  school  and  expressed  a  feeling  of  belonging  to  the community,  stating  that  it  had  helped  them  to  become  more  independent.  More importantly, an  analysis  of  the  narratives  revealed  that the  respondents  perceived themselves  as  becoming  more  independent  as  they  progressed  through  the  year. However, many of the participants felt uncertain about aspects of independent learning and  wanted  more  guidance  and  support,  remaining  attached to  the  practice  of  tutor-centred learning.