• Lilli-Ann Thomsen Leth
Abstract This dissertation concerns an analysis of how students at the BA Constructing Architect perceive the concept of ”good learning processes” in relation to the academic practice of the school and in relation to the intentions described in the European Qualification Framework (EQF). The purpose of the dissertation is to analyse the students’ understanding of ”good learning processes” and to identify what they think of factors that induce or reduce the learning process. Within the scope of the dissertation the author wishes to find arguments for the increased focus on problem-based and project-oriented processes where students have the opportunity to delve deeper into the professional areas that are of the biggest importance for the individual, and into areas that give the students tools for individual learning and acquisition of new knowledge and for creativity and innovation. The analysis takes departure in the following problem statement: How do the students at the Constructing Architect Programme perceive ”good learning processes” and what is the relationship with the existing practice of the NOEA school and the framework set up in the EQF for higher education and career oriented bachelor degrees? Method The thesis’s theoretical starting point is Schön’s theory about ”The Reflective Practitioner”, Wenger’s theory about ” Communities off Practice” and Illeris’ theory about adult learning and his didactic understanding. Collection of data will be through quantitative analysis of the 7th semester of the programme with focus on attitudes to different teaching methods, perception in regards to positive and/or negative learning factors and the importance of practice communities/groups are checked into and analysed. The analysis just described next forms the basis of a qualitative analysis focusing on main areas: learning, independence, responsibility, critical attititude and socialisation/cooperation. The Investigation Shows That the students on the Constructing Architect Programme feel tied up by the practice laid down today. They feel caught between two opposite tendencies apparent in the department, namely the wish for independent and creative attitude as opposed the tight control of their project work. Their everyday academic life is characterised by this duplicity and the students are caught in inappropriate work patterns. Furthermore, the analysis demonstrates that the students wish for more personal freedom to pursue individual academic targets. Conclusion The dissertation concludes that there is reasonable relationship between the students’ apprehension of good learning processes and the intentions described in the curriculum and in the qualifications framework, but that academic structures in practice as used in the Constructing Architect Programme do not quite come up to the good intentions. Everyday academic activity at the programme takes departure in the values of industrial society and focus is on product rather than on process and product. It has not been possible to conclude that students are ready for pure teambased student-controlled project based learning, but there is clear indication that these aspect have to be put first and need to be developed within the context.
Antal sider63
Udgivende institutionInstitut for Uddannelse, læring og filosofi
ID: 16294713