A Framework to Experiential Learning in
Architecture Pedagogy
Sakshi Gupta
ar.sakshijain@gmail.com
confront with the environments they come in contact with,
thereby inculcating a feeling of responsibility. Moreover,
experiential learning provides students with regular
opportunities to reflect on their own learning, and in
particular to monitor and evaluate their own processes of
working, as monitoring and self-evaluation are crucial to the
development of self- responsibility (Nicol and Pilling, 2000).
Having said so, the more the learning becomes selfregulated, the more students assume control over their own
learning, the less they are dependent on the instructor’s
support. Also, most college faculty teaches by lecturing
because few of them learned how to teach otherwise.
Although good lecturing should be part of an educator’s
teaching, faculty should also actively involve their students
in the learning process through discussion, group work,
hands-on participation, and applying information outside the
classroom. Then, as part of an experiential activity in
architectural education, a student should learn (Moon, 2004):
• About site and site related practices,
• How different organizations work, e.g. labour,
contractor, vendors, consultants, etc.
• Communication skills and about working with people,
• To evaluate their own performance,
• To work with feedback from others,
• To plan and complete projects,
• To learn from experience,
• About self-management,
• To use reflection and reflective practice,
• Skills not easily gained elsewhere in the curriculum,
• Self-confidence and a willingness to take initiatives, and
• To enhance their orientation toward lifelong learning
Abstract - In this day and age, there are a number of
challenges that are faced by architecture education.
Educators and curriculum developers are continuously
under pressure to provide a solution to bridge the gap
between academia and industry, which is often proven
uneasy. Experiential learning, however, is a tool that can
help in filling these voids. It has been reported that
learning achieved through a blend of hearing, seeing and
doing things yields better results as compared to hearing
and seeing only. In spite of these discoveries, most of the
instructions provided to students are through lecture.
Several theories and model of experiential learning exist
but their applications in architectural education are
either not known or not implemented. The research
begins by comparing and analyzing the opinions and
pronouncements made through these theories, narrowing
down the viewpoints to an extent from where one can
start interpreting the definition of experiential learning
clearly. Also, experiential learning is becoming
increasingly popular as an essential pedagogy for
undergraduate education but due to various constraints,
it is not fully functional yet. The study further aims to
explore these constraints by investigating the perception
of teachers on experiential learning in architectural
education by conducting a survey. This research
ultimately seeks to improve the quality of architecture
education for students by proposing a framework for a
future experiential learning model that would help
students as well as the academicians to integrate
experiential learning with architectural education.
Index Terms - Architectural education, Experiential learning,
Role of Students, Role of Teachers.
INTRODUCTION
EXISTING THEORIES AND MODELS BASED ON
EXPERIENTIAL LEARNING
Learning by doing, learning by action and learning through
discoveries and experiences, etc. are all the phrases
attributed to experiential learning. Here, the learner directly
deals with ups and downs of what one faces while practicing
in real world. Either on or off campus, experiential learning
is the apparatus in which the learner is subjected to situations
where he/she develops and assesses his/her critical thinking
abilities, thus allowing for freedom of creative thought and
preparing for a lifetime learning process (Keeton & Tate,
1978). Experiential learning therefore, gives utmost
importance to the learner. It allows learners to interpret and
Learning through experience is an old concept in the field of
education. Eminent psychologists, for example, John Dewey,
Carl Rogers, and David Kolb and numerous others have
given the basis of learning that put emphasis on "learning
through involvement or "learning by doing."
Five theories and models based on experiential learning
namely Dewey’s model of experiential learning (Dewey,
1938), Laura Joplin’s five stage model of experiential
learning (Joplin, 1981), Kolb’s model of experiential
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learning (Kolb, 1984), Boud and Walker stages in
experiential learning (Boud & Walker, 1991) and Dean’s
process model of experiential learning (Dean & Murk, 1998)
were studied in detail, examined and a comparative analysis
was done based on some common parameters extracted from
the theories itself. The speculations made in these studies
were also compared to the conventional approach of
architecture pedagogy (Table I).
It was found that lesser number of studies are reported
on ‘learning by doing’ in the recent years, giving rise to an
argument that traditional autocratic approach to teachinglearning process is still prevalent. It is significant to note that
while all the studies are in agreement to the experiential
learning perspective, three of the five researches have given
preference to reflection as a component along with
experiential learning. Talking about the type of model, every
model has its different structure: progressive, cyclic,
hurricane-based, staged based or a step by step process.
However, all of them ultimately agree to a common
viewpoint of making learning as experiential as possible.
This is evident from the fact that the studies are strongly in
favor of learning being student centered and that a teacher’s
job is expanded to that of a facilitator. Thus, role of
education should strictly be limited to nurture students and
impart a life-long learning.
Furthermore, 80% of the researchers have opted for
process oriented approach to education rather than just being
product oriented, inferring that intermediate stages of a study
should be more important than the result. It is aptly said by
Collen Powel that, “There are no secrets to success. It is the
result of preparation, hard work, and learning from failure.”
Moreover, the literatures totally suggest teachers to consider
previous knowledge acquired by a pupil along with the
present understanding of a subject to teach for future
applications. However, out of five studies, only three
investigations conclude that curriculum should be flexible
and should not just be an instrument of transmission and
control. It is interesting to note that the rest have not
provided any information on what should be the function of
a curriculum. Lastly, there are mixed viewpoints on the
question of how students work should be evaluated. 60% say
that self and external, both types of evaluation together play
a crucial role for teaching-learning to be fruitful whereas
others favor either self or external evaluation.
TABLE I
COMPARISON OF EXPERIENTIAL LEARNING THEORIES AND MODELS
John Dewey’s
Laura Joplin’s
David Kolb’s
Boud And Walker’s
Approach
Approach
Approach
Approach
1938
1981
1984
1991
Dean’s Approach
Experiential
learning
Experiential reflection
Experiential reflection
Experientialreflection
Experiential
learning
Progressive
Hurricane
Cyclic
Stages
Teacher
centered
Dominating
Student centered
Student centered
Student centered
Student centered
Step by step
process
Student centered
Facilitator
Facilitator,
supportive
Facilitator
6. Role Of
Education
To
indoctrinate/
teach
learners
To nurture
learners
To promote
complete learning
using experiential
education
Facilitator, Subject
expert, Evaluator,
Coach
To create a lifelong
learning
7. Orientation
Product
oriented
Process oriented
Process and
product oriented
Process oriented
Process oriented
Process oriented
8. Knowledge
consideration
Present
situation
Previous
knowledge
Present situation
Future
applications
Previous
knowledge
Present situation
Future applications
Previous
knowledge
Present situation
Future applications
Previous knowledge
Present situation
Future applications
Previous
knowledge
Present situation
Future applications
9. Curriculum
Instrument
of
transmission
and control
Flexible,
interdisciplinary,
cater to
individual
differences
Flexible and
sensitive toward
individual
experiences of
learners
Flexible, taking
care of the child's
present experiences
and subject matter
of studies
No definition
No definition
External
Self and external
Self and external
Self and external
Self
External
Parameters
1. Year
2. Type Of Model
3. Type Of Process
4. Method
5. Role Of Teacher
10. Evaluation
Conventional
Approach
Before 20th
century till
present
No
definition/
Autocratic
No definition
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Practice which
leave sufficient time
and opportunity for
learners to process
their experience
before moving on.
1993
Facilitator,
Directive,
Supportive
To impart learning
that is derived from
active engagement
of the learner
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PERCEPTION OF TEACHERS ON EXPERIENTIAL LEARNING
TABLE III
PERCENTAGE OF TEACHERS USING DIFFERENT INSTRUCTIONAL
Further, to understand the notion of teachers on experiential
learning pedagogical approach, a survey was conducted. The
survey was helpful in getting the answer of how teachers
perceive their teaching style to develop. Moreover, the
survey gave an insight into what constraints need to be
overcome for this approach to be manifested in the
architecture education system.
A total of sixteen questions were asked. The
questionnaire began by asking the samples about the
awareness of experiential learning models. Next, responses
on what type of learning will they prefer for their students
were obtained. Other questions included their outlook on the
role of education, method of teaching which would result in
a better learning, role of a teacher and role of a learner. They
were further asked about the method of teaching and
instructional technique they employ while teaching their
subject. Based on the instructional technique, a probe into
the constraints and issues faced by faculties was made.
Additionally, questions on what types of learning
environment do they prefer for their subject, organization of
time for teaching based on experiential learning, approach to
teaching learning process, curriculum and evaluation were
asked. All the questions were closed-ended questions and
asked faculty to click on their responses. A few questions
provided an option to answer “any other” and to explain
what they mean by “any other”.
With the aid of Google forms, a total of 30 responses
were collected from architectural faculties all over India. 22
out of 30 teachers were aware of the experiential learning
models of teaching. However, when asked about the
methods of teaching they employ while teaching their
subject, lecture method, presentation method and studio
method were the most popular methods in teaching core
subjects (Table II). Instructional techniques followed mostly
includes sheet based exercises, building construction
laboratory/ workshop, presentations and various types of
group work for these activities. A few teachers used site
visits and model making while none of the faculties
incorporated simulations, role-playing, competitions,
internships or design/build (building what is designed)
exercises for the course of their class. The teachers used a
mix of listed instructional techniques to create a better
understanding amongst students. For allied and associated
subjects, lecture method was the most preferred method
which incorporated no sort of learning by doing (Table III).
TECHNIQUES
Instructional techniques
Core
subjects
Allied
subjects
Associated
subjects
1.
Sheet based exercises
100%
10%
20%
2.
Site visits
60%
20%
5%
3.
Laboratory/ workshop
30%
40%
0%
4.
Presentations
60%
5%
5%
5.
Model making
70%
30%
0%
6.
Various types of group
work
50%
10%
5%
7.
Case studies
50%
40%
5%
8.
Simulations
0%
0%
0%
9.
Role-playing
5%
10%
0%
10. Competitions
0%
0%
0%
11. Internships
2%
0%
0%
12. Design/build (building
what is designed)
2%
10%
0%
Following this, teachers were asked about what
constraints they face in adopting the above instructional
methodology and techniques. 80 % of the teachers say that
these instructional techniques requires a lot of time to be
conducted in a proper manner. Sometimes the content also
does not allow the teachers to follow these instructional
techniques. But this does not mean at all that students remain
devoid of experiential learning from all the content of the
subject. Teachers are also facing an issue of improper
teaching aid and improper infrastructure to some extent.
However, only 30% of teachers say that students are nonresponsive and non-reactive towards these instructional
techniques. 20% of the teachers were not aware of some of
the instructional techniques such as role playing, design/
build and simulation. Other barriers identified by faculties
included cost issues to take up activities based on
experiential approaches and size of students in class versus
the rigid timetable (Table IV). There is a need of the hour to
make teachers aware of the types of instructional techniques
that can be followed in the building construction class and
the benefits of experiential learning.
TABLE IV
PERCENTAGE OF TEACHERS FACING CONSTRAINTS IN ADOPTING
EXPERIENTIAL LEARNING PEDAGOGICAL APPROACH
Constraints
% of teachers facing
these constraints
1. Time constraint
80%
2. Content does not allow
40%
3. Improper teaching aid
25%
4. Improper infrastructure
50%
5. Students not responsive and reactive
30%
6. Teachers are less aware of these
20%
h other
i
7. Any
60%
TABLE II
PERCENTAGE OF TEACHERS USING DIFFERENT INSTRUCTIONAL METHODS
Instructional method
Core
Allied
Associated
subjects
subjects
subjects
1. Lecture method
80%
80%
100%
2. Demonstration method
30%
40%
5%
3. Presentation method
70%
70%
80%
4. Studio method
100%
10%
20%
5. Case study method
50%
40%
5%
6. Project method
50%
0%
0%
7. Any other
5%
0%
0%
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Next, teachers were asked a series of questions based on
how they feel effective teaching-learning based on
experiential learning can be achieved. All in all, the
responses were in line with what can be clubbed to achieve
experiential learning. For example, most of the teachers
preferred non-formal type of learning with maximum
responses given to facilitative and supportive role of teacher.
Simultaneously they feel that for any type of learning to
occur, student’s role should be managed by him as well as
should be directed by teachers. This clearly emphasized on
democratic method of teaching. Teachers believed that the
process of teaching should be both, process oriented and
well as product oriented and the approach to teaching should
be activity based and interest based rather than theory based.
There were mixed responses on how the curriculum should
be like. 50% of the teachers said that curriculum should be
flexible towards the personal interest of teachers and the
50% went for curriculum based on strict subject matters. The
time for experiential learning to be effective should be
extended in opinion of teachers. As per teachers, evaluations
should be both internal and external and should be based on
exploratory tasks rather than strict structured tasks. The role
of education in imparting a lifelong learning is to promote
learning by doing to which maximum teachers agreed to.
Based on the analysis of teacher’s outlook on learning
by doing, a conclusion is drawn as an answer for experiential
learning to take place (Table V).
improper learning environment, enormous class size,
insufficient time to cover the contents and all these leading
to a teacher’s hesitation, the advantages of experiential
methodology in enhancement and development of skills and
abilities cannot be ignored. With the rising expenses of
university education numerous colleges are accepting the
requirement to ensure that education gets as much
consideration as any research work, it appears to be sensible
to envision expanding enthusiasm for experiential learning
and provide training to faculties for their professional
development in this area. It is additionally proposed that
system as a whole, if reworked on, will be expected to
accelerate the utilization of experiential learning and those
colleges that are focused on providing an exceptional
teaching-learning process will explore different avenues
regarding progressively flexible time slots, flexible
curriculum and a learning environment which assist and
motivate group works, workshops, projects and other
interactive activities.
The results of the two studies are combined and a
framework for a future experiential learning model is
proposed. Table VI illustrates the parameters and describes
the suggested approach. A future model based on the
unification of already existing models and perception of
teacher would help students as well as the academicians to
integrate experiential learning with architectural education.
Here, the role of an instructor is not just being a facilitator or
a support element. First of all, he should be a designer. By
designer, I mean the designer of the course based on
experiential learning. The course and activities related to it
should be designed very carefully so that every aspect of the
problem to be investigated is clear to the student. Role of
the learner as always will be directed by the teacher.
Additionally, they will themselves get motivated to manage
their learning on their own when involved in learning by
doing with reflection. As the result of above two roles, the
method of teaching will automatically become democratic.
Further, the curriculum designed by an instructor should not
be strict and rigid and must allow certain flexibility towards
individual student’s interests and personal experience. It
should allow extended time for learning to happen. Most
importantly, the instructional techniques should be as
experiential as possible. They can be blend of class-room
instructions and field instructions. Process is considered as
important as product. Likewise, quality review of work done
by students should be undertaken within an institution by
internal evaluators and specialized external evaluators
should also be called upon do the same. The later will bring
fresh knowledge, skills and out-of-the-box perspective along
with objectivity.
To conclude, the ultimate goal of the suggestive
approach is to let architectural students to go through a
practical environment based on experiential learning to
understand all the aspects of architectural education together.
Only this will help in a better concept development and
lifelong learning bridging the gap between academics and
the practice of architecture.
TABLE V
TEACHER’S PERSPECTIVE: SUMMARY OF ANALYZED PARAMETERS
Parameter
Teachers Perspective: Conclusion
1. Method of teaching
Democratic (student centered)
2. Role of teacher
Facilitative and supportive
3. Role of the learner
Directed by teacher, self-managed
4. Issues to be resolved in
Time constraints, improper
teaching based on experiential infrastructure
learning
5. Learning environment for
Classroom based,
experiential learning to take
workshop/activity based
place
6. Organization of time for
Extended
experiential learning
7. Orientation
Process and product oriented
8. Approach to teachingActivity based, interest based
learning process
9. Curriculum
Flexible towards personal
experience of students
10. Evaluation
Internal and external
CONCLUSION
Concept of experiential learning is not new and exists from
many years. This research started with exploring the existing
experiential learning models. Various papers were studied
and an analysis was made of what scholars perceive of
experiential learning. Though every scholar has his own way
of presenting his theory, the opinions expressed were similar
on majority of parameters. Different viewpoints were only
seen in the case of type of orientation a teacher should
follow while teaching and on type of evaluation.
While hindrances in the path of implementing
experiential learning were pinned as time constraints,
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TABLE VI
SUGGESTED APPROACH: A FRAMEWORK TO ACHIEVE EXPERIENTIAL LEARNING
Traditional approach
Existing models
Teachers Perspective:
Conclusion
Parameters
Suggested approach
1.
Method of teaching
Autocratic
Democratic (student
centred)
Democratic (student centered)
Democratic (student centred)
2.
Role of teacher
Dominating
Facilitative and
supportive
Facilitative and supportive
Designer of the course and
activities, facilitative and
supportive
3.
Role of the learner
Directed by teacher
Self-managed
Directed by teacher, selfmanaged
Directed by teacher, selfmanaged
4.
Learning environment for
experiential learning to
take place
Classroom based
Activity based
Classroom based,
workshop/activity based
Classroom based,
workshop/activity based, to be
created as per the need of
teaching
5.
Organization of time for
experiential learning
Bell bound
No definition
Extended
Extended
6.
Orientation
Product oriented
Process oriented
Process and product oriented
Process and product oriented
7.
Approach to teachinglearning process
No definition
No definition
Activity based, interest based
Activity based, interest based
8.
Curriculum
Strict towards subject
matter
Flexible towards
personal experience
of students
Flexible towards personal
experience of students
Flexible towards personal
experience of students
9.
Evaluation
External
Internal
Internal and external
Internal and external
Magazine Article
ACKNOWLEDGMENT
Essinger, J. (1991, May 28). Just another tool of your trade. Accountancy
108, pp. 91-125.
I will like to express my sincere gratitude to Ar. Mohammad
Aamir and Ar. Mohammad Saquib. They have guided and
supported me in every manner during the research. They
have been very kind and patient while correcting my doubts.
Without their encouragement, this research would not have
been possible. I would also like to thank my family for the
continuous support in achieving the goal. Finally and above
all I am grateful to Almighty for making this research a
successful one.
Journal Article
Joplin, L. (May 01, 1981). On Defining Experiential Education. Journal of
Experiential Education, 4(1), 17-20.
References
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Dewey J. (1938b), Logic: The theory of inquiry. New York: Holt, Rinehart,
and Winston, Inc.
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AUTHOR INFORMATION
Nicol, D., & Pilling, S. (2000). Changing architectural education: Towards
a new professionalism. London: E & FN Spon.
Ar. Sakshi Gupta, M.Arch. (Pedagogy)
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