Learning is an internalization process that depends on individual components. This study focuses on the problematic of
learning in architectural design education process and examines its components. The relationship between learning and
perception and how it can be handled in the architectural environment is discussed. Answers are searched on the axis
of "individual, experience, perception" and especially is focused the concept of "filtering". The learning environment in
the architectural design studio is seen as a cultural environment where all actors share their experiences. It is thought
that these variables should be brought to the forefront in order not to lose the originality, with so many variables connected
with these cultural actors. In this context, it is aimed to examine the relation between filtering and authenticity in
the process of debating the problem of learning in working. The discussion was conducted through a blended learning
environment that is supposed to support the aforementioned relationship.
The study is based on the constructing grounded theory as a qualitative research pattern. The dynamic structure
that can be empowered by the field experience of the selected research pattern has been a driving force in the study.
Temporary hypotheses were identified with the preliminary problems and conceptual samples that were expected to be
discussed, and then an experience environment was created that could generate data for the study. Then an experience
environment was created that could generate data for the work. The implications of the observations, the openended
questionnaires and the process of making the interviews were evaluated by descriptive analysis. With this
approach, problems can be observed on an individual basis; and some of the problems that were grounded were
brought into questionable positions with the architectural design studio.
Keywords: Architectural Design Education, Filtering, Blended Learning, Studio Culture, Constructing Grounded Theory
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