Engineering students’ expectations and perceptions of studio-based learning

Abstract

Studio-based learning is gaining currency in university engineering education programmes. It is widely argued that this practice-oriented, collaborative approach to developing professional, teamwork and interpersonal skills is needed to prepare the future workforce. In this paper, students’ expectations and perceptions of a first-year studio were explored. Data collection included baseline and follow-up interviews. Both included the rich picture method and photo-elicitation. Using critical hermeneutics interpretation, we identified three key themes: teamwork, leadership and reflection. Although studio-based learning was perceived as effortful, slow and at times even frustrating, the move away from didactic lecturing by experts to collaborative learning and building products was welcomed and endorsed by all our participants. The insight gained from this study suggests that more innovative learning and teaching approaches in engineering education may help prepare students for lifelong learning in an uncertain future world of work.