Key determinants in achieving an optimum studio-based learning experience

“Studio-based learning (SBL) is a teaching and learning methodology that combines different learning pedagogies such as social constructivist, problem-based, and active learning to mimic real-world working experience.” say Kumar, Silva and Prelath (2020: 611). As result of the successes in providing a real-world industry experience through studio-based learning, the application has been extended as pedagogical approach to many fields, such as engineering, programming, communication, entrepreneurship and non-arts programs.

Technological advancements changed the way we live and learn. “The 21st century has seen the move to an era in which information, innovation, creativity and imagination are important attributes”, which “are seen to be the backbone of the new economic world” say Fung (2015: 71). Entrepreneurial and creative industries are triggers for economic development and therefore of increasing importance, indicate Fung (2015: 72), because such “provides job opportunities, creates wealth, produces consumer goods and services for local and overseas markets, and enables growth in overall consumption”. Studio-based learning is deemed a means to stimulate creativity and entrepreneurship development.

The essence of studio-based learning lies in providing students the opportunity to actively apply their knowledge by developing “projects through an iterative cycle that involves problem-solving, collaboration, and autonomous learning”, say Kumar, et al. (2020: 612). An authentic learning experience is enabled through critical review of projects, while going through the iterative cycle, by fellow team members, peers, instructors/lecturers, and potentially industry professionals, and real clients. This provides students with a glimpse to real workplace issues and motivation to resolve problems critically. Problems are deemed essential, because students are prepared to face obstacles by learning and adapting. Kumar, et al. (2020: 613) identify six fundamentals steps to implement studio-based learning:

1. Identifying projects that can be executed through different methods
2. Project implementation individually or through teamwork
3. Project presentation
4. Constructive feedback from peers or mentors (critique session) which may be done face-to-face or online
5. Alteration for resubmission or presentation
6. Repeat of steps 1 to 5

Fung (2015: 73-74) group the studio-based learning process into parts, illustrated in Figure 1 (p. 74):

1. The project brief, which is set out by the teachers according to the skills required to be learnt by students at different stages of their study. Often the project brief is the stimulus for creative ideas, strategies and a holistic view of the planning for creative outcomes, and should be interesting, motivating, realistic, mindful, clearly defined, and giving freedom of design deliverables.
2. Features of studio-based learning, including the studio, participants (teachers and students) and critique.
3. Learning process by students, via learning-by-doing and problem-solving skills; these involve the reiteration of ideas during the critique from teacher to student until the maturity of the idea and/or the approach of the deadline.
4. Learning outcomes, which include the presentation and determination of final ideas and portfolio respectively.

Fung (2015: 74) emphasises the role of the lecturer (teachers) and students, as important informants; but focusses on the project brief, features of studio-based learning, learning process and learning outcomes act as the framework, as illustrated in Figure 2. She undertook research to identify the key contributing factors to optimise studio-based learning practice. Five key determinants were identified that are influencing optimum studio-based learning, namely the behaviour of the teacher, management of expectations, exposure to industry, the design of the project brief, and the communication channels (pp. 82-83). Fung (2015: 90) superimposed these to her studio-based learning model, thereby indicating that “teachers’ behaviours, expectation management and industry exposure are interconnected in affecting students’ motivation to learn”. Furthermore communication channels and project brief designs are deemed important determinants towards optimisation of the studio-based learning process.

Fung, M.S.K. (2015). Studio-based learning experiences in vocational design education in Hong Kong. International Journal of Continuing Education and Lifelong Learning, 7(2), 71-96. https://search.informit.org/doi/10.3316/informit.219519164808585

Kumar, J.A., Silva, P.A. & Prelath, R. (2020). Implementing studio‑based learning for design education: a study on the perception and challenges of Malaysian undergraduates. International Journal of Technology and Design Education, 31, 611–631. Available at: https://link.springer.com/content/pdf/10.1007/s10798-020-09566-1.pdf