Developing a Model of First Year Student Satisfaction in a Studio-based Teaching Environment

Abstract

This paper evaluates a studio-based teaching model in a core first year subject of a traditionally deliv- ered IT degree at an Australian university. It reports on first year students’ reactions to four aspects of the studio-based teaching and learning environment: the physical learning space, IT tools and infrastruc- ture, teaching philosophy, and portfolio assessment. Data was obtained through online Web-based sur- veys, issued mid-year and at the end of the year. The surveys were used to construct a model of stu- dents' satisfaction, including what influences the students’ use of the new environment and their percep- tions of its value to their learning. Re sults revealed various factors that influence the students' satisfac- tion of studio-based teaching. Students found the studio precinct an inviting and comfortable place to learn despite some frustrations with IT-related problems. Students' comments indicate the teaching en- vironment facilitated collaboration, and by the end of the year they began to see the course as being bet- ter integrated. An unexpected finding of this study was the evidence of students developing metacogni- tive skills via the portfolio component of the student assessment.