Mission: studio based learning in construction. The University of KwaZulu-Natal case study

Abstract

Purpose

This paper aims to present the responses of students to various aspects of a cluster of discrete modules delivered using a studio-based learning pedagogy.

Design/methodology/approach

A variation of a case study approach was used that included observations and a survey of student opinions on six constructs or themes after a period of eight weeks into the semester about their experience of studio-based learning in a three-module cluster. This paper only reports on the findings of the analysis of the self-administered survey of the views of students.

Findings

The student responses were analysed using SPSS (version 22). It is evident that the distinguishing features of the studio-based learning form of instructional delivery were reflected in their views despite the instructional space being far from ideal. However, given that this was their first experience they were apprehensive about the benefits of the approach to them personally especially in terms of whether their acquired knowledge base was broad enough for them to be confident about their future careers. The mapping of the learning outcomes of the modules against the project phases demonstrated that only the mode of transmission had in fact changed. Students were reticent about taking responsibility for their own learning possibly because they perceived that as being too risky.

Research limitations/implications

The research is limited because the findings are based on a single case and a sample of students who had experienced eight weeks of studio-based learning of a cluster of three discrete modules in a revitalised construction program.

Originality/value

The findings of this study have implications for the way construction programs are delivered at institutions of higher education.

Citation

Harinarain, N. and Haupt, T.C. (2016), "Mission: studio based learning in construction. The University of KwaZulu-Natal case study", Journal of Engineering, Design and Technology, Vol. 14 No. 1, pp. 160-181. https://doi.org/10.1108/JEDT-05-2015-0031