Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594267
Title: An exploratory study into students’ and teachers’ perceptions of studio-based learning in one institution in Hong Kong
Author: Fung, Siu Kuen Maggie
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2013
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Abstract:
Among higher vocational design education institutions in Hong Kong, studio-based learning is one of the most popular methods employed to nurture students' design. Studio-based learning emphasizes the experiences and outcomes that imitate the professional environment through projects and interaction between students and teachers. In the research site, the expectations of students and teachers change to suit their particular requirements for and conceptions of learning, especially in times of rapidly changing technology. However, it is believed that an optimum studio-based learning and teaching experience between teachers and students can be accomplished readily, provided there is in-depth understanding of the students and teachers; and careful investigation of the key determinants for its fulfilment from existing practice. The objective of this study was to develop an understanding of students' and teachers' perceptions of existing studio-based learning in one institution in Hong Kong and how these perceptions are manifest in the practice of studio-based learning. Central to this study is the question of what are the key determinants for an optimum student learning experience in the institution in the context of Hong Kong. A qualitative research approach was chosen in order to generate rich data pertaining to students' and teachers' perceptions of studio-based learning in the research site. The methodology of data collection includes focus groups and face-to-face interviews. This study found that clear tensions and perception discrepancies exist between students and teachers towards expectations and meaning of learn ing. The results indicate five key determinants for optimum studio-based learning experiences. In short, (1) teachers' behaviour; (2) expectation management; (3) industry exposure; (4) project brief design; and (5) communication channels are the core factors leading to optimum studio-based learning experiences in the research site context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.594267  DOI: Not available
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