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Mapping architectural engineering students' learning in group design exercises
Jönköping University, School of Engineering, JTH, Civil Engineering and Lighting Science.ORCID iD: 0000-0001-6867-4712
Jönköping University, School of Engineering, JTH, Civil Engineering and Lighting Science.
Charles Sturt University, School of Communication and Creative Industries, Wagga Wagga, Australia.
2018 (English)In: Proceedings of the 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 - July 2, 2018 / [ed] C. Bean, J. Bennedsen, K. Edström, R. Hugo, J. Roslöf, R. Songer & T. Yamamoto, Kanazawa: Kanazawa Institute of Technology , 2018, p. 849-859Conference paper, Published paper (Refereed)
Abstract [en]

Architectural engineering encompasses urban planning and architectural design exercises that are part of professional development  In contrast to the engineering discipline, the regularity of well-defined familiar tasks does not predominate in a design studio. However, to be able to work along with a larger pool of professionals and increase the potential for creative problem solving it is imperative to provide an engineering education that challenges the conventions of its framework. Consequently, students encountering design problems without prior experience need to assume responsibility for their interpretation of the problems in which they are being challenged. The aim of this pilot study was to survey, describe and analyze the problem-solving approach among undergraduate students in relation to their control strategies and successive learning. The study was completed in Jönköping, Sweden. In an online survey (N=32) using convenience sampling, students' locus of control (LOC) as the measure for control strategies over their learning situation was assessed in three school years within the undergraduate program. Additionally, three focus group interviews were performed to shed light on how individual learning modes manifested on different LOC levels and in respective school years. Descriptive statistics showed a trend that students' LOC is moving from external to be more internal by the advancement in their studies. Accordingly, they would over time develop a preference for group design exercises that are more problem-oriented,  rather than  assignment-based,  thus  matching  a  more  internal  LOC. Although the trend was clear, statistically significant differences were not found between the measured variables (LOC, gender, age, school year: subject major), possibly due to the low sample  size. The  focus  group  interviews  supported  the  trend,  where  students'  initial frustration over unclear instructions and dependence on external control gradually shifts toward  a  more  reflective  attitude  and  a  greater  feeling  of  internal  control,  individual competence and professional development.

Place, publisher, year, edition, pages
Kanazawa: Kanazawa Institute of Technology , 2018. p. 849-859
Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
Keywords [en]
locus of control, architectural-designer, learning outcomes, problem-solving, active learning
National Category
Architectural Engineering Learning
Identifiers
URN: urn:nbn:se:hj:diva-46753ISBN: 978-4-906122-53-0 (electronic)OAI: oai:DiVA.org:hj-46753DiVA, id: diva2:1367019
Conference
14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 - July 2, 2018
Available from: 2019-10-31 Created: 2019-10-31 Last updated: 2019-10-31Bibliographically approved

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Fischl, GézaGranath, Kaj

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