Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

Abstract

Purpose

This study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation.

Design/methodology/approach

Data obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed.

Findings

A model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits.

Originality/value

For students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.

Citation

Al Maani, D., Alnusairat, S. and Al-Jokhadar, A. (2021), "Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19", Open House International, Vol. 46 No. 3, pp. 348-358. https://doi.org/10.1108/OHI-01-2021-0016