Improving architectural primary design learning through enhanced self-regulation learning factors in basic architectural design studio

Learning self-regulation focuses on the individuals` role in the learning procedure and believes that students would learn better is once they are responsible for their own learning. Considering the complexity and diversity in the design procedure and related aspects of the architecture and design training domain the present study focuses on these issues in the basic training of architecture. In spite of having great emphasis on the importance of the issue in the design domain, there have been a few research studies on how students learn to self- regulate especially in the design. It is highly essential for the students to learn the strategies for self-regulation learning. Also since this kind of learning is bound to students` success, especially in complex domains such as learning design, malfunction design learning, and engineering activities they really need it. Taking the benefits of self- regulation learning into account, its application in the basic design ateliers is highly important and the present study aims to focus on its importance. Because finding more information in this domain is not sufficient, this could be taken as a new knowledge in the architecture design training. The present study aims to describe how self-regulation in the basic architecture design training is learned, considering the factors involved (six factors involved in architectural design).