Commenced in January 2007
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Edition: International
Paper Count: 72667
Architectural Technology and Architecture Students’ Feedback Literacy: A Case Study

Authors: Michela Menconi

Abstract:

High-quality feedback certainly plays a role among the main determinants of students’ achievement and satisfaction. Nevertheless, only a minority of students engage with it. Therefore, in the last decade, the literature in higher education has particularly focused on feedback and on students’ engagement with it. Feedback is clearly an area for improvement in both Architecture and Architectural Technology (AT) education, despite its crucial role in these disciplines. For both disciplines, the design-studio experience is central and could be considered a unique variant of problem-based learning. In design disciplines, feedback is not just given at the end of the creative process but as part of it. It takes place during weekly one-to-one tutorials, group tutorials, peer reviews, and interim and final crits. This range of feedback experiences may facilitate a more active role of the student in engaging with it. Much emphasis has been placed recently on building students’ feedback literacy (SFL) as a key to unlocking students’ engagement with feedback and students’ satisfaction with it. Such ability is considered essential for students’ success at university and later in the workplace and as part of society. This study aims to investigate the feedback literacy of AT students to propose recommendations for overcoming the barriers to students’ uptake of feedback in studio-based modules. For this purpose, the research used the University of Brighton as a case study and the AT undergraduate students as a witness population, comparing the findings with those obtained from a small sample of architecture students. Due to the limited sample size, the approach taken for the analysis of results is prevalently qualitative. Despite the small population investigated, the cross-comparison with the architecture course and the use of multiple units of analysis facilitates the triangulation of findings, which enhances the validity and reliability of the results generated. This study contributes insight into the AT students’ experiences with feedback in studio-based modules and proposes some recommendations to overcome the barriers to students’ engagement with it.

Keywords: architectural technology education, design-studio modules, feedback literacy, students’ engagement

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