Student’s Preference For Informal Learning Through Informal Activities In Architecture College Transitional Spaces

Abstract

Transition space is basically the space where two different realms meet. It can be anywhere and of any scale from city level to residential level. There is no architecture without transition spaces, which reflect changes in the state of the space from one state to another state.
 According to a recent architect, transitional space design may help establish a learning atmosphere that is essential to the educational process. Where formal education is successful in the field of architectural design, informal activities play a complementary function to official events. For social activities such as debate, discussion, group work, and presentations, students require transitional places on campus.
 All these activities encouraged students' development of informal learning. The current question is whether the students' transitional spaces aid in improving their informal knowledge. on light of this, research was conducted to examine the functions and significance of transitional spaces at architectural institutions. The study was conducted in D.Y. Patil College of Architecture, Akurdi, Pune. In all 177 students were selected using simple Random selection method. The analysis of the study indicated that in all eight transitional spaces were identified in selected college. Out of eight, five transitional spaces which were performed by students, high relevance rating received from expects and highest ranking obtained using “Garrett Ranking method " were selected for conducting informal activities.
 As regards activities performed out of ten activities identified, three activities ranked highest were selected for conducting experiment in selected transitional spaces. It was determined that a model-making activity in the courtyard and student plaza demonstrated the highest knowledge level, at 80.3% and 792.3%, respectively. Research was conducted on the use of transitional spaces and the level of knowledge gained by students through activities. The results of knowledge gain in different transitional spaces were further tested to examine the difference between score based on type of transitional spaces using Kruskal Wallis tests. The analysis explains that there is no statistically significand change in rating scores of knowledge in the fire types of transitional spaces.
 However, study suggest that proper upgradation of transitional spaces will be beneficial in facilitating knowledge.