Author
Yorgancıoğlu, Derya, Tunali, S.
Publication Date
2020-04-01
Publication Place
-
Intellect Ltd.
Subject
Design education, Pedagogic identity, Desk critique, Peer critique, Student learning experience, Design feedback
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
1474-273X
Record ID
39768d3c-900a-40d7-8bf1-f1c53cdfbebe
Library Location
Architecture
Date
2020-04-01
Notes
TÜBİTAK
Sample Text
This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students' effective learning experiences.
DOI
10.1386/adch_00011_1
Cilt
19
