Students' Perception towards the Role of Practitioner-Tutors in the Design Studio

Abstract

This research explores the perception of the students towards the role of practitioner-tutors in the learning process of the Design Studio course. Practitioner-tutors are commonly employed in the learning process at university and generally provide a collaborative contribution for the teaching team of lecturers or persons in charge of the design studios. The research utilised the quantitative method with surveys and was analysed using the descriptive statistics method. The objects of the research were twenty practitioner-tutors in four design studios and the respondents were a hundred students from various years of study. The research variables of the role of practitioner-tutors include: learning goal orientation, feedback seeking, help seeking and behaviour learning engagement. In conclusion, the research shows that students perceive the role of the practitioner-tutors in the four dimensions as quite good, with the highest merits being, in consecutive order, learning goal orientation and feedback seeking. meanwhile, help seeking and behaviour learning engagement variables both are placed last with the same value.