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1 – 4 of 4Duaa Al Maani, Saba Alnusairat and Amer Al-Jokhadar
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…
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.
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Saba Alnusairat, Duaa Al Maani and Amer Al-Jokhadar
The purpose of this study is to examine the attitudes of students in higher educational institutions in Jordan towards the use of online design studios during coronavirus disease…
Abstract
Purpose
The purpose of this study is to examine the attitudes of students in higher educational institutions in Jordan towards the use of online design studios during coronavirus disease 2019 (COVID-19) lockdown and discusses how their use could enhance the learning process.
Design/methodology/approach
615 undergraduate students studying architecture in Jordanian universities were recruited to explore the factors that constituted and affected their perceptions of online design studios.
Findings
The findings of this study highlight that many of the participants felt uncertain about aspects of their online learning experience and wanted more guidance and support. Reasons of this disengagement include technical factors, such as poor network quality and lack of familiarity with the new applications. Students and tutors' personal situations when working and studying from home are also relevant due to the tutors' lack of expertise in online teaching, and the limitations of peer interaction. Together, these factors can make the experience of the online design studio more challenging.
Research limitations/implications
The sample was nationally representative of architecture students from various institutions. However, the study was limited to an exploration of students' opinions, and it did not include the points of view of tutors and decision-makers.
Originality/value
This research was conceived during the period of the COVID-19 lockdown, whilst both tutors and students were 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. Learners' perspectives can enhance understanding of online design studios to assess their quality and effectiveness.
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This cross-sectional study investigated differences in the learning styles of 127 undergraduate architectural students (first year through to final year) to examine the…
Abstract
Purpose
This cross-sectional study investigated differences in the learning styles of 127 undergraduate architectural students (first year through to final year) to examine the relationship between learning styles and learning autonomy.
Design/methodology/approach
For the investigation, the Felder and Solomon index of learning styles and the Macaskill and Taylor autonomous learning scale were used to identify how these variables relate to one another and how this relationship differs by gender and level of study.
Findings
The study provides evidence of a statistically significant impact of studio-based learning on both learning autonomy and style. Our findings, in conjunction with the absence of consistent findings from literature, provide suggestions for making learning in the studio more inclusive for all students. The authors also suggest that looking for learning style differences in the design studio is redundant. This is not intended to ignore the importance of learning styles, but when differences of learning preferences are apparent in one design studio, such finding would provide support for that specific learning setting, and only then conclusions can be drawn and suggestions can be introduced to help its learners, but not to be generalized to other studios.
Originality/value
Learning styles in the design studio literature has revealed only a few fragmentary and sometimes contradicting evidence that cannot be generalized. Although previous studies have explored learning styles in architecture in some detail, much uncertainty still exists about the relation between learning styles and other learning concepts such as autonomy, especially within studio-based subjects. In this research, the authors interrogated and critically review learning styles as applied to different design settings from different countries.
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Yusuf Berkay Metinal and Gulden Gumusburun Ayalp
The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative…
Abstract
Purpose
The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.
Design/methodology/approach
Systematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.
Findings
The challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.
Research limitations/implications
The study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.
Originality/value
This paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.
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