Towards a framework for ‘significant’ learning in architectural education
Architectural education often promises to question its intentions by aligning its methodologies to navigate through its dynamic environment and correspond to the contemporary requirements. The quality of a learner’s progression can be enhanced by designing meaningful learning experiences. By rethink...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2439629 |
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| author | Nikhil S. Kohale Pradeep G. Kini Ciraj Ali Mohammed |
| author_facet | Nikhil S. Kohale Pradeep G. Kini Ciraj Ali Mohammed |
| author_sort | Nikhil S. Kohale |
| collection | DOAJ |
| description | Architectural education often promises to question its intentions by aligning its methodologies to navigate through its dynamic environment and correspond to the contemporary requirements. The quality of a learner’s progression can be enhanced by designing meaningful learning experiences. By rethinking the nature of assessment and its relationship with learning, a deeper understanding and broader interpretations of learning can be explored. The prime objective of this study is to gain perspectives on learning which can enable a holistic learning and assessment of the learner’s progression that is aligned to meet its inherent criteria. This qualitative study explores a constructivist research design. It combines a literature study about aspects of learning in architecture with a case study approach in the realms of academics and practice by interacting with experts identified through purposive sampling. Recognizing the pivotal role of the affective domain in a designer’s learning process, the paper uses analogical reasoning in suggesting the adoption of Fink’s Taxonomy of Significant Learning as a suitable learning framework. Through those interpretations the study proposes a broad conceptual framework for learning as a contribution to the field of design creativity and innovation. |
| format | Article |
| id | doaj-art-8b80ed5f45ab48b2b28120ea4702d459 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-8b80ed5f45ab48b2b28120ea4702d4592025-01-16T09:48:15ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2024.2439629Towards a framework for ‘significant’ learning in architectural educationNikhil S. Kohale0Pradeep G. Kini1Ciraj Ali Mohammed2Manipal School of Architecture and Planning, Manipal Academy of Higher Education, Manipal, IndiaManipal School of Architecture and Planning, Manipal Academy of Higher Education, Manipal, IndiaCollege of Medicine & Health Sciences, National University of Science & Technology, Muscat, Sultanate of OmanArchitectural education often promises to question its intentions by aligning its methodologies to navigate through its dynamic environment and correspond to the contemporary requirements. The quality of a learner’s progression can be enhanced by designing meaningful learning experiences. By rethinking the nature of assessment and its relationship with learning, a deeper understanding and broader interpretations of learning can be explored. The prime objective of this study is to gain perspectives on learning which can enable a holistic learning and assessment of the learner’s progression that is aligned to meet its inherent criteria. This qualitative study explores a constructivist research design. It combines a literature study about aspects of learning in architecture with a case study approach in the realms of academics and practice by interacting with experts identified through purposive sampling. Recognizing the pivotal role of the affective domain in a designer’s learning process, the paper uses analogical reasoning in suggesting the adoption of Fink’s Taxonomy of Significant Learning as a suitable learning framework. Through those interpretations the study proposes a broad conceptual framework for learning as a contribution to the field of design creativity and innovation.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2439629Architectural designinformation processingperceptiondecisionmakingsignificant learning |
| spellingShingle | Nikhil S. Kohale Pradeep G. Kini Ciraj Ali Mohammed Towards a framework for ‘significant’ learning in architectural education Cogent Education Architectural design information processing perception decision making significant learning |
| title | Towards a framework for ‘significant’ learning in architectural education |
| title_full | Towards a framework for ‘significant’ learning in architectural education |
| title_fullStr | Towards a framework for ‘significant’ learning in architectural education |
| title_full_unstemmed | Towards a framework for ‘significant’ learning in architectural education |
| title_short | Towards a framework for ‘significant’ learning in architectural education |
| title_sort | towards a framework for significant learning in architectural education |
| topic | Architectural design information processing perception decision making significant learning |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2439629 |
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