| dc.description.abstract | In architecture education, the design studio has
long been regarded as the centre of teaching and
learning. As a learning environment, the studio is
the physical site for learning and teaching, where
active interaction between students as well as with
faculty takes place. The studio is where the
enculturation of students into the profession occurs,
and where students undergo a transformation that
influences the way they relate to the built
environment, to their peers, and to their tutors.
While the studio environment has been promoted
as an ideal educational setting (Boyer & Mitgang,
1996; Schon, 1987), few studies touch on the
physical environment of the studio and the
associated social dynamics that result from the
point of view of architecture students. (Ahrentzen &
Anthony, 1993; Groat & Ahrentzen, 1996; Boyer &
Mitgang, 1996; Wallis et.al, 2010.)
This paper reports on a qualitative study
undertaken on the nature of the design studio in two
architecture schools in Uganda. The study was
carried out to gain students’ perspectives and
opinions about their experiences of the studio as a
learning environment and its impact on their
learning in architecture education.
The significance of the study is based on the
discourse about newly defined educational
expectations of learning environments that has
resulted from a global transition towards the design
of more effective learning spaces. This is further
illustrated by the (a) learning outcomes needed to
meet the changing roles and responsibilities of
architects; (b) features of the physical environment
that enhance learning processes; (c) the rarity of
writings about architectural education and learning
environments in East Africa. | en_US |
