Rethinking design studios as an integrative multi-layered collaboration environment

This paper discusses experimental studios within an incremental collaboration framework to better understand the opportunities of peer-to-peer learning and student collaboration. Using qualitative methods including observation, interviews, peer-evaluations, and descriptive assessments of student work, the study revealed that collaboration can lead to both progression and regression in overall learning processes depending on the approach (mandatory/self-directed), group composition, and how students arrive at common decisions. The findings suggest that a strategically designed studio structure combined with multiple, diversified collaboration strategies are essential to give students successful learning experiences in both explicit and tacit forms.