Rethinking design studios as an integrative multi-layered collaboration environment

Abstract

ABSTRACT This paper discusses experimental studios within an incremental collaboration framework to better understand the opportunities of peer‐to‐peer learning and student collaboration. Using qualitative methods including observation, interviews, peer-evaluations, and descriptive assessments of student work, the study revealed that collaboration can lead to both progression and regression in overall learning processes depending on the approach (mandatory/self-directed), group composition, and how students arrive at common decisions. The findings suggest that a strategically designed studio structure combined with multiple, diversified collaboration strategies are essential to give students successful learning experiences in both explicit and tacit forms.