Interrelations, transitions, and experiential outcomes are the main domains to lay the foundation and maximum learning in Architectural Design Studio

Learning experiences of the students of Architecture for the Design Studio from first year of Architecture Education to fifth-year, students learning experiences as interrelational, perceive the experiences as transitional, and understand that their learning experiences aid in the production of outcomes. Studio culture is generated partially by a student culture that encompasses interaction, which affect learning experiences. This study explores the meaning students make their learning experiences in the design studio, which are affected by interaction. A studio is a workspace where students explore a set of skills with or without the presence of an instructor. The instructor works with students during the designated class time and then students continue to work on their own to develop their core subject and the key activity of Architecture Education. Therefore, the Design studio is the most important piece in the set of subjects. It is the essential activity offering the main chance for the future architect to become a good designer To lay the foundation and to help accomplish the task of understanding the architectural design studio and student perceptions, the culture of architectural education and the architectural design studio culture need to be defined and described and a body of literature on learning needs to be understood, specifically focusing on how students learn and experience learning in learning environment. The participants in the design studio found that their learning experiences through interrelations, perceived their learning experiences through transitions, and also described the experiential outcomes of their learning experiences. How students interact with one another, both academically and socially, is an example of a theme that can be categorized under interrelations. An example of a transition, which is moving from one perception to another, is moving from a perception of confusion to clarity. Interrelations, transitions, and experiential outcomes are, therefore, the domains that overarch the categories and themes that emerge from the data