Architectural Engineering Students’ Experiences in a Hybrid Design Studio
Abstract
In response to the COVID-19 global pandemic’s effects on the educational landscape, information and communication technologies have been used to implement diverse curriculum contents and provide a transition of traditional learning activities into remote or hybrid learning. This paper describes how a digital learning framework was implemented to transform a classroom-based architectural design studio into a setup that complements face-to-face and online activities, allowing for optimal operation under restricted conditions. The learning experience in this hybrid design studio was investigated using qualitative content analysis, while data from pre- and post-course surveys, and data from the learning platform’s analytics, provide insight into the participants’ perceptions of the course. Findings show that students’ assessments of hybrid learning are generally positive; however, further development of this pedagogy could provide even better responses to accessibility, acquisition, and op...eration challenges. The study offers a perspective on how to adapt learning in order to provide continuity of educational process beyond changing circumstances and could inform further reviewing and discussion on directions of long-term redefining of a studio design in post-pandemic times when teaching modes are likely to have a more significant online component.
Keywords:
architectural education / design studio learning / hybrid learning / emergency learning / remote education / online education / learning design experience / COVID-19Source:
International Journal of Engineering Education, 2023, 39, 4, 921-936Publisher:
- Great Britain: TEMPUS Publications
Institution/Community
Arhitektonski fakultetTY - JOUR AU - Milošević, Jelena AU - Rakonjac, Ivana AU - Josifovski, Andrej PY - 2023 UR - https://raf.arh.bg.ac.rs/handle/123456789/1381 AB - In response to the COVID-19 global pandemic’s effects on the educational landscape, information and communication technologies have been used to implement diverse curriculum contents and provide a transition of traditional learning activities into remote or hybrid learning. This paper describes how a digital learning framework was implemented to transform a classroom-based architectural design studio into a setup that complements face-to-face and online activities, allowing for optimal operation under restricted conditions. The learning experience in this hybrid design studio was investigated using qualitative content analysis, while data from pre- and post-course surveys, and data from the learning platform’s analytics, provide insight into the participants’ perceptions of the course. Findings show that students’ assessments of hybrid learning are generally positive; however, further development of this pedagogy could provide even better responses to accessibility, acquisition, and operation challenges. The study offers a perspective on how to adapt learning in order to provide continuity of educational process beyond changing circumstances and could inform further reviewing and discussion on directions of long-term redefining of a studio design in post-pandemic times when teaching modes are likely to have a more significant online component. PB - Great Britain: TEMPUS Publications T2 - International Journal of Engineering Education T1 - Architectural Engineering Students’ Experiences in a Hybrid Design Studio VL - 39 IS - 4 SP - 921 EP - 936 UR - https://hdl.handle.net/21.15107/rcub_raf_1381 ER -
@article{ author = "Milošević, Jelena and Rakonjac, Ivana and Josifovski, Andrej", year = "2023", abstract = "In response to the COVID-19 global pandemic’s effects on the educational landscape, information and communication technologies have been used to implement diverse curriculum contents and provide a transition of traditional learning activities into remote or hybrid learning. This paper describes how a digital learning framework was implemented to transform a classroom-based architectural design studio into a setup that complements face-to-face and online activities, allowing for optimal operation under restricted conditions. The learning experience in this hybrid design studio was investigated using qualitative content analysis, while data from pre- and post-course surveys, and data from the learning platform’s analytics, provide insight into the participants’ perceptions of the course. Findings show that students’ assessments of hybrid learning are generally positive; however, further development of this pedagogy could provide even better responses to accessibility, acquisition, and operation challenges. The study offers a perspective on how to adapt learning in order to provide continuity of educational process beyond changing circumstances and could inform further reviewing and discussion on directions of long-term redefining of a studio design in post-pandemic times when teaching modes are likely to have a more significant online component.", publisher = "Great Britain: TEMPUS Publications", journal = "International Journal of Engineering Education", title = "Architectural Engineering Students’ Experiences in a Hybrid Design Studio", volume = "39", number = "4", pages = "921-936", url = "https://hdl.handle.net/21.15107/rcub_raf_1381" }
Milošević, J., Rakonjac, I.,& Josifovski, A.. (2023). Architectural Engineering Students’ Experiences in a Hybrid Design Studio. in International Journal of Engineering Education Great Britain: TEMPUS Publications., 39(4), 921-936. https://hdl.handle.net/21.15107/rcub_raf_1381
Milošević J, Rakonjac I, Josifovski A. Architectural Engineering Students’ Experiences in a Hybrid Design Studio. in International Journal of Engineering Education. 2023;39(4):921-936. https://hdl.handle.net/21.15107/rcub_raf_1381 .
Milošević, Jelena, Rakonjac, Ivana, Josifovski, Andrej, "Architectural Engineering Students’ Experiences in a Hybrid Design Studio" in International Journal of Engineering Education, 39, no. 4 (2023):921-936, https://hdl.handle.net/21.15107/rcub_raf_1381 .