The Behavioral Patterns of the Student in the Position of Peer-Jury in Landscape Design Studio

Abstract

The aim of this paper is to address the behavioral patterns of the students in peer-jury exercise and the learning outcomes in the landscape design studio. Despite the design studios run based on the relation of the master of the studio with the students, changing this relationship to the peer-learners experiments through this research. A Likert questionnaire was applied to ask the opinion of the students at the end of the semester, the data analyzed through a factor analysis test in SPSS. The findings of the analysis identified that the students addressed effective aspects of the exercise in five clusters including communication, interaction, presentation, innovation, and interpretation. The students learn through peer-jury to communicate with classmates through comments, critics, and recommendations, which is improved presentations. The comments of the peer-jury as an idea of design result in innovation in the design conceptualization. In conclusion, the students design their own style of communication in the position of peer-jury through an interpretation of the design projects. The results of the exercise shift the learning process from the instructor toward the peer-students and the peer-learners.