Revisiting learning styles and autonomy in the design studio: an undergraduate assessment
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Abstract : This cross-sectional study investigated differences in the learning styles of 127 undergraduate architectural students (first year through to final year) to examine the relationship between learning styles and learning autonomy. Design/methodology/approach- For the investigation, the Felder and Solomon index of learning styles and the Macaskill and Taylor autonomous learning scale were used to identify how these variables relate to one another and how this relationship differs by gender and level of study. Findings- The study provides evidence of a statistically significant impact of studio-based learning on both learning autonomy and style. Our findings, in conjunction with the absence of consistent findings from literature, provide suggestions for making learning in the studio more inclusive for all students. The authors also suggest that looking for learning style differences in the design studio is redundant. This is not intended to ignore the importance of learning styles, but when differences of learning preferences are apparent in one design studio, such finding would provide support for that specific learning setting, and only then conclusions can be drawn and suggestions can be introduced to help its learners, but not to be generalized to other studios. Originality/value- Learning styles in the design studio literature has revealed only a few fragmentary and sometimes contradicting evidence that cannot be generalized. Although previous studies have explored learning styles in architecture in some detail, much uncertainty still exists about the relation between learning styles and other learning concepts such as autonomy, especially within studio-based subjects. In this research, the authors interrogated and critically review learning styles as applied to different design settings from different countries.
Keywords : Learning styles, Autonomy, Design studio, Architectural design
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Transforming learning for architecture. Online design studio as new norm for crises adaptation under COVID-19
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Abstract : This study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation. Design/methodology/approach- Data obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed. Findings -A model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits. Originality/value -For students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.
Keywords : virtual learning, online design studio, crises, COVID-19, Transforming learning, sustainable e-learning
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Architecture students’ satisfaction with and perceptions of online design studios during COVID-19 lockdown: The case of Jordan universities.
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Abstract : The purpose of this study is to examine the attitudes of students in higher educational institutions in Jordan towards the use of online design studios during coronavirus disease 2019 (COVID-19) lockdown and discusses how their use could enhance the learning process. Design/methodology/approach- 615 undergraduate students studying architecture in Jordanian universities were recruited to explore the factors that constituted and affected their perceptions of online design studios. Findings- The findings of this study highlight that many of the participants felt uncertain about aspects of their online learning experience and wanted more guidance and support. Reasons of this disengagement include technical factors, such as poor network quality and lack of familiarity with the new applications. Students and tutors' personal situations when working and studying from home are also relevant due to the tutors' lack of expertise in online teaching, and the limitations of peer interaction. Together, these factors can make the experience of the online design studio more challenging. Research limitations/implications- The sample was nationally representative of architecture students from various institutions. However, the study was limited to an exploration of students' opinions, and it did not include the points of view of tutors and decision-makers. Originality/value- This research was conceived during the period of the COVID-19 lockdown, whilst both tutors and students were experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience. Learners' perspectives can enhance understanding of online design studios to assess their quality and effectiveness.
Keywords : Online learning, Design studios, COVID-19, Students’ satisfaction, Students’ experiences.
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Developing Autonomous and Responsible Learners: A Hidden Perspective in The Design Studio
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Abstract : The purpose of the design studio, which is the core of architectural education, is to educate the students to understand the nature of design, to think independently, to act in “designerly ways”, and to become “reflective practitioners”. The student must take on a new mode of learning, in which the main way to learn is by doing, and in which there is no one correct way to approach the design problem. The previous aspects associated with the studio — together with the open ended, exploratory, and iterative nature of the design process — place the student at the center of the learning experience. Tutors in this context are facilitators of learning, rather than knowledge experts, and are expected to pay attention to the challenges that face students in adapting to this new learning environment and in assuming a new learner identity. Hence, this study employs longitudinal mixed approaches to uncover an emic perspective of the ways architecture students conceptualize learning in their first year and what distinguishes them from students in other disciplines
Keywords : student’s experience, first year experience, independent learning, engagement, design studio
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