Online learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.
This study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.
This study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.
The proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.
Recognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.
The authors acknowledge all the students who participated for their respective opinions in the chat and their answers in the questionnaires.
El-Mowafy, B.N. and Hassan, A.M. (2023), "Post-pandemic adopted learning approach to promote architectural education: statistical approach", Higher Education, Skills and Work-Based Learning, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/HESWBL-05-2022-0099
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