Philip Barlow, Ph.D.
California Polytechnic State University
San Luis Obispo, California
Saeed Rokooei, Ph.D.
Mississippi State University
Starkville, MS
A Studio-based learning model is a common instructional model in architecture, art, and design-based programs. The features of this type of learning model are attracting the attention of educators in many disciplines including construction education. However, applying this educational model in the field of construction is still new and needs more investigation and assessment. One key way to evaluate the effectiveness of this model and to inform ways of improving it is accessing students’ perceptions where it is currently being practiced. The main objective of this study was to explore how construction students perceive a studio-based model in the curriculum. A quantitative research method was designed and employed to identify challenges, potentials, and the importance of an existing studio-based model approach. A group of senior construction management students at Cal Poly, participated in this study in the Spring of 2019. The results indicated an enhanced opportunity for the class to work and learn together through teamwork, collaboration, and group discussion was a significantly positive studio-based outcome. Student perceptions were also analyzed on a studio-based models’ effectiveness, optimization, and learning. The results of this study can be used as a framework for preliminary design and implementation stages of a studio-based learning model at other universities and enhance ones currently using it.
Keywords: Project-based Learning, Construction Education, Student Perception, Studio-based Model