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 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.