Extended Abstract
Background and Objectives: In the process of educating students in the basic design studio, it is essential to develop skills in study, planning formation, architectural creation of an idea, and social interaction. Therefore, effective education that facilitates learning while simultaneously enhancing the students’ ability to design and collaborate in building knowledge in the Architectural Basic Design Studio is crucial. There is a recognized need to explain the collaborative education model as a support for architectural activities and objectives. The key question is: what educational methods are involved in the collaborative architecture learning model in the basic design studio? The aim is to clarify this model in the context of architectural basic design studio. According to previous research, various collaborative learning methods across disciplines, especially in theoretical courses, have been shown to produce positive learning outcomes. However, the present study specifically seeks to explain the collaborative learning model for basic design studio, an area where research findings are less documented. According to the research aim and questions, this study focuses on identifying both collaborative learning methods and suitable activities for the architectural basic design studio.
Methods: A qualitative research strategy and an action research method were used in this study. The research process involves the cycle of cognition and recognition, model suggestion, model application, performance observation, and the explanation of the collaborative education model in the architectural basic design studio. Data collection techniques include document and bibliographic analysis, such as books and articles on collaborative and architectural education, and observation methods, including note-taking as an instructor, photographs, and videos during the model’s implementation in the architectural basic design studio. Data analysis and interpretation are conducted in three steps. Data analysis and interpretation consists of three steps. Data is categorized and hypotheses are formed. Conceptual codes of architectural education control indicators and collaborative education activities were defined and general review and corrections were implemented in the model.
Findings: In the first session, the instructor should explain the methods and benefits of collaborative learning in both architecture education and the profession. This includes explaining the methods and goals of the design studio, the importance of collaboration in architectural design, the student assessment process, and the promotion of both individual and collective abilities. It is possible to change the layout based on the training method and for modeling activities, presenting posters and various items in the space of design studios. The collaborative learning model was applied in the architectural basic design studio III. Based on observations and evaluations, three criteria were used to measure success: how information was received, creating space by expanding data, and the level of collaboration Five people participated in the creativity test in the pre-test stage, and after training in participatory methods in the middle of the creativity test, participation in production and presentation reached 100%. To assess students’ understanding of building analysis, a descriptive test was conducted using images of buildings, with two of the ten buildings not discussed in the studio. Sixty-one percent of students analyzed all of the buildings, while the remaining students analyzed an average of 75%. In the final exam, 79% of students participated in the presentation and construction. The teaching methods showed good variety, aligning well with architectural education practices and contributing to improved learning outcomes for architecture students.
Conclusion: The collaborative learning model in the architectural basic design studio is divided into four parts: brainstorming, group discussion, jigsaw, and evaluation. Creativity testing, building analysis, and volume and space design activities are carried out within the framework of these methods. Collaboration among all students is essential for understanding the content. Therefore, participation in studies, model design, building analysis, and sketches by all students in the studio is mandatory, with critiques from the entire group. In building analysis questions and answers, isolated students should be encouraged to actively participate. At the beginning of the semester, students are introduced to collaborative learning methods such as brainstorming and group discussion on architectural design topics, helping them to better understand each other’s ideas and professional skills. In the second half of the semester, the jigsaw method is introduced, where each student builds and completes part of the final project. All students work toward the same goal, fostering a sense of responsibility both to themselves and their peers. Critical and creative thinking is promoted when students’ designs are interconnected, allowing them to critique each other’s work. It is recommended to reiterate t assessments at the beginning and middle of the semester, because the content of the lesson and teaching strategies can be changed by using the pre-test and recognizing the students’ abilities. This approach enhances student motivation, helps them better evaluate themselves and their peers, and enables the teacher to more accurately assess learning progress and the effectiveness of teaching methods. The final evaluation involves completing and critiquing the design, presentation, and collaboration. In the design studio, a deeper understanding of the problem can be achieved by expanding knowledge and clarifying ambiguous or complex aspects.