Variance in student and teacher roles in the contemporary Australasian architecture design studio context

Iftikhar, Naima; Crowther, Paul; Burton, Lindy Osborne

doi:10.1108/arch-01-2021-0020

Cited by 7 publications

(9 citation statements)

References 34 publications

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“…The findings of this research show design learning occurring through a chronological three phase process. Each phase relates to a different period of the design project; each characterised by different activities and interactions, and by different roles (Iftikhar et al, 2021). Different cognitive and experiential aspects contribute, to allow learning to take place in these phases.…”

Section: Resultsmentioning

confidence: 99%

Identifying the phases of learning in an Australasian undergraduate architecture design studio model

Iftikhar

Crowther

Burton

2023

Arts and Humanities in Higher Education

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An understanding of the theoretical basis of the design learning process, and the resulting partnership between students and teachers in contemporary design studios, is required to optimise learning. Students’ learning in the architecture design studio has been widely studied, however the specific activities of students and teachers, and the interpersonal interactions between them, have not been investigated in great depth. This research identifies a complex, nuanced situation, one with three consecutive phases of different learning activities and relationships. An undergraduate architecture program at a large Australian university is analysed using a modified Delphi method to investigate the perceptions of staff and students and achieve convergence upon a shared understanding of how the design learning process unfolds through three distinct phases to support learning.

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Section: Resultsmentioning

confidence: 99%

Identifying the phases of learning in an Australasian undergraduate architecture design studio model

Iftikhar

Crowther

Burton

2023

Arts and Humanities in Higher Education

Self Cite

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“…Moreover, students' access to consistent and effective feedback is likely to ensure student satisfactions and enhance the delivery of online courses. The focus on students' experiences helped us to achieve a better understanding of the perceptions of one of the most important stakeholders within the pedagogical design process, which should help enhance teachers' preparation for the delivery of the educational content toward allowing students to take responsibility for their design learning (Iftikhar et al, 2021). The resulting outcomes also provide direct insight into the process of e-learning which may help in informing a better virtual ecosystem that is necessary for the future development of the design studio (Desmukh, 2020;Khan and Thilagam, 2021a, b).…”

Section: Discussionmentioning

confidence: 99%

A mixed methods study of architectural education during the initial COVID-19 lockdown: student experiences in design studio and technology courses

Bakir

Alsaadani

2022

OHI

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PurposeThe paper aims to understand and assess architecture students' experiences of online teaching during the initial lockdown caused by the coronavirus disease-2019 (COVID-19) pandemic between March–June 2020. The exploratory study was conducted across two architectural engineering departments of two separate campuses of the same not-for-profit, non-governmental higher education institution in Cairo, Egypt, focusing on two course streams within their architectural curriculum; design-studio-based courses (DC) and technology courses (TC).Design/methodology/approachA mixed-methods approach was used, where a questionnaire-based survey was developed to gather qualitative and quantitative data based on perceptions of a sample of 245 students. The survey quantitatively queried five dimensions related to students' learning experiences and qualitatively sought to evaluate both the positive experiences and challenges the students experienced.FindingsFindings outline that students' experiences were neutral but veered toward the positive end of the scale. Three factors appear to have affected students' learning experiences; students' reliance on educational technologies, the stage of architectural education students were enrolled in when they went into lockdown, and finally, quality and timing of feedback received. While challenges were faced during transition to the digital realm, these may have compelled students to take ownership of the students' own knowledge construction.Originality/valueResults provide a nuanced understanding of how students dealt with this critical transformation in architectural pedagogy at a unique moment in history, highlighting merits that could have an everlasting impact on design education during and after times of pandemic.

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“…She calls for reforming the jury system and recommends experimenting with supporting tools that focus on student empowerment and learning enhancement rather than on pure evaluation. Similarly, focusing on the role of educators in an Australian context, Iftikar et al. (2021) examine an array of roles that both teachers and students adopt in the design studio process; they highlight the fact that these roles change over time within the semester or throughout the academic session.…”

Section: Preliminary Characterization Of Evolving Knowledge Spacesmentioning

confidence: 99%

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

Salama

2022

ARCH

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PurposeCommemorating the 15th year anniversary of discourse, knowledge dissemination in architecture and urbanism through the contributions published in Archnet-IJAR: International Journal of Architectural Research, since March 2007, this article aims to capture, unpack and categorize the key content of published research outputs during the last five years into knowledge spaces.Design/methodology/approachWhile referring to key statistics of various recognized databases in order to highlight the journal growth, development and performance, the approach to the analysis is inspired by Crysler's Writing Spaces: Discourses of Architecture, Urbanism and the Built Environment. This is established through a preliminary conceptual content analysis that enables the development of specific content categories representing knowledge spaces based on the overall contributions to the journal since its inception in 2007 and then mapping the recent contributions, developed over the past five years (2017–2021), to these knowledge spaces. The thrust of the analysis is to instigate a structured understanding of Archnet-IJAR role in the development and dissemination of knowledge in architecture and urbanism.FindingsThe examination of the content and the analysis reveal two broad categories of knowledge spaces: established and evolving. Established knowledge spaces are recognized in terms of theorizing architectural and urban production; the public realm and assessment of designed environments; housing, the informal and the vernacular; urban heritage and historic environments; and architectural and urban politics. Evolving knowledge spaces were acknowledged in terms of architectural education and design pedagogy; collaborative planning and community design; architectural and urban sustainability and resilience; health, wellbeing and engaging with nature; and COVID-19 spatial and pedagogical implications. Characterized by clear definition and at the same time transparent borders, the identified knowledge spaces have the potential of generating further possibilities for future knowledge spaces.Research limitations/implicationsIn addition to a holistic analysis based on the scrutiny of contributions as they progressed from submissions to reviews to publishing, future work would involve more systematization, in-depth engagement with metadata and should benefit from IT applications and data mining software packages.Practical implicationsThis article is regarded as a cognizance platform and an enabling mechanism for researchers and future contributors to identify the unique particularities of their research, the nature of the content they aim to develop and the way in which that content may contribute to one or more knowledge spaces.Originality/valueEstablishing an understanding of the knowledge spaces which represent contributions published in Archnet-IJAR, the knowledge spaces identified demonstrate diversity and plurality; diversity in ontological interpretations of the nature of reality and plurality and pluri-epistemology in terms of how methods are pursued and the way in which such interpretations are developed, recorded, documented and communicated. These are knowledge spaces of possibilities and anticipation of growth, evolution and development.

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Variance in student and teacher roles in the contemporary Australasian architecture design studio context

Cited by 7 publications

References 34 publications

Identifying the phases of learning in an Australasian undergraduate architecture design studio model

Identifying the phases of learning in an Australasian undergraduate architecture design studio model

A mixed methods study of architectural education during the initial COVID-19 lockdown: student experiences in design studio and technology courses

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

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