Abstract
Design education's pedagogy of ambiguities and the One-on-One Master-Apprentice's Hidden Curriculum purportedly led to psychological distress and poor academic performance for beginning design students. Despite favourable social conditions, few studies have examined Social Support as positive adaptations towards students' academic resilience in design studios. This mixed methods randomised controlled trial compared One-on-One and Cross-pollinative Team Learning (CTL) students. Inferential statistics revealed that One-on-One students were more resilient (p = .065 & p = .126), but CTL students have academically outperformed significantly (p = .0003 & p = .017). Thematic Analysis of CTL students’ focus group interview as they transitioned to One-on-One pedagogy during their second year revealed that ongoing peer-to-peer social support was crucial in mitigating negative experiences with the siloed pedagogy. This paper emphasises the need to cultivate a heterarchical pedagogical culture among students, where failure is seen as a learning opportunity, and criticism is taken as constructive feedback for growth.
Keywords
heterarchical design studio pedagogy; academic resilience; social support; team learning
DOI
https://doi.org/10.21606/drs.2024.177
Citation
Liow, Z. (2024) ‘We’re all in this together’: A mixed methods randomised controlled trial exploring Cross-Pollinative Team Learning studio pedagogy’s effects on Academic Resilience and Performance, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.177
Creative Commons License
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Conference Track
Research Paper
Included in
‘We’re all in this together’: A mixed methods randomised controlled trial exploring Cross-Pollinative Team Learning studio pedagogy’s effects on Academic Resilience and Performance
Design education's pedagogy of ambiguities and the One-on-One Master-Apprentice's Hidden Curriculum purportedly led to psychological distress and poor academic performance for beginning design students. Despite favourable social conditions, few studies have examined Social Support as positive adaptations towards students' academic resilience in design studios. This mixed methods randomised controlled trial compared One-on-One and Cross-pollinative Team Learning (CTL) students. Inferential statistics revealed that One-on-One students were more resilient (p = .065 & p = .126), but CTL students have academically outperformed significantly (p = .0003 & p = .017). Thematic Analysis of CTL students’ focus group interview as they transitioned to One-on-One pedagogy during their second year revealed that ongoing peer-to-peer social support was crucial in mitigating negative experiences with the siloed pedagogy. This paper emphasises the need to cultivate a heterarchical pedagogical culture among students, where failure is seen as a learning opportunity, and criticism is taken as constructive feedback for growth.