RHIZOMATIC LEARNING IN ARCHITECTURAL EDUCATION: AN EMPIRICAL RESEARCH

Abstract

Aim: Considering the learning process in modern architectural education, the position of architecture students as a bridge between external stimuli and reactions to academic stress is examined. The aim of the research is, to discuss the similarities between the students’ new learning tendencies and the rhizomatic learning method. Method: In the study, 99 online survey data (the participating students who take CAD-based design, project management, and construction technology courses) was evaluated by using SPSS software. Results: Initially, the findings show that failing the course was not related to; the lecturer (38.4%), language (47.5%), hand drawing (45.5%), and CAD tools (48.5%). Besides, on virtual/physical environment as YouTube (5.1%), Google (23.2%); WhatsApp (13.1%), library (11.1%), book purchase (5.1%), book download (14.1%), CAD project download (10.1), asking for a CAD project (6.1%) architecture students are always searching for solutions. Conclusion: The architecture students who experience academic stress; develop instant, optional, connected learning through digital and social networks; which points to the application of the rhizomatic learning method.