Guiding Architecture Students to Take an Active Role in Design Studios

In an architectural design studio, there is a dynamic process of reciprocal and synchronized learning between the two major actors of student and tutor. In this study, the equilibrium between student and tutor is evaluated in terms of learning patterns introduced by Kolb. According to Kolb’s model, students complete a learning cycle comprising the four phases of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Correspondingly, tutors can be located on the axis created by the poles of reflective observation and active experimentation. During the process of learning in design studios, students are expected to be active participants, and tutors are expected to accompany students’ improvement. This article also discusses tutors’ methods of learning and teaching, in addition to their task of organizing students’ course of learning. The structure of architectural design studio is established upon conceptual studying, and students are supported with self-actualization practices. Consequently, an active learning experience is discovered that enrichs studio work, promotes and increases creativity, and provides convenience for the assessment process.