Abstract
This qualitative study explores the notion of learning space and how it might be understood, used, and re-imagined by doctoral students considering the distinguished characteristics of doctoral education in its changing time and the contemporary understandings of space in architecture. Doctoral experience is viewed as being influenced by the social practices of the scholarly communities, and the learning space in this context is seen as a socially constructed resource that can be altered through imagination of its inhabitants. Drawing on a DBR approach, this study is conducted in three sequential phases (questionnaire, photovoice, participatory design). It identifies the main conceptualizations of learning space from students’ points of views and develops a participatory design model to make students’ voice heard.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Architectonic, Spatial, and Environmental Design
KEYWORDS
Learning Spaces; Doctoral Education; Design-Based Research; Participatory Prototyping
