What works? Emerging issues

Emerging learning environments for architectural education\ud Diversification and expansion of global higher education in the 21st century, has resulted in learning environments in architectural education that can no longer be sustained by the <i>Beaux-Arts Atelier model</i>. Budgetary pressures, surging student numbers, extensions to traditional curricula, evolving competency standards and accreditation requirements, and modified geographical and pedagogical boundaries are pointing the spotlight on the need for a review of the design of learning environments in the higher education context. The <i>Architects Accreditation Council of Australia [AACA]</i> course accreditation requirements dictate a 1:17 minimum staff/student teaching ratio as well as some aspects of space provision. Unsustainable specifications are driving the need to review pedagogical practices. \ud \ud The influx of new digital technologies and largely ubiquitous access to affordable Wi-Fi-enabled mobile devices has helped to democratise knowledge and is transforming when, where and how students learn; and this is having an impact on the types of spaces required to support effective learning. The traditional lecture theatre, with the teacher as sole conveyor of knowledge, is graciously now becoming a memory of the past. More efficient design of space that responds to this digital (r)evolution, has the potential to contribute significantly to savings in provision and management of learning environments.\ud \ud Although many studies globally, and particularly those in the United Kingdom, have examined learning environment design, few studies have focussed specifically on the design of studio learning environments or the design of these environments for architectural education, especially in Australia. While facing comparable changes and pressures, architecture continues to be taught in similar environments and using similar pedagogical approaches, to those first developed when it moved from an apprenticeship model to national higher education systems, in the early nineteenth century at the <i>École des Beaux Arts</i> (Kostof, 1977). This chapter contextualises previous research in this area and provides additional insight into the emerging issues in the design of learning environments for architectural education in Australia. Using a grounded theory and thematic analysis mixed methodology, data obtained over a three-year period were interpreted to understand the significant relationships between spatial, technological and pedagogical contexts and the impact that these have on teaching architecture students and preparing them for professional practice. \ud \ud While definitions vary, in this chapter, ‘learning environments’ refers to the spatial, technological, social and pedagogical contexts within which learning occurs and which have an impact on student engagement, achievement and attitude. The description includes physical learning environments, blended and virtual environments, spaces and places, and on-campus and off-campus formal and informal environments