A Blended Learning Approach to the Teaching of Professional Practice in Architecture

Abstract

This paper reports on a number of blended learning activities conducted in two subjects of a Master of Architecture degree at a major Australian university. The subjects were related to "professional practice" and as such represent a little researched area of architectural curriculum. The research provides some insight into the student perceptions of learning opportunity and engagement associated with on-line delivery modes. Students from these two subjects were surveyed for their perceptions about the opportunity for learning afforded by the on-line components, and also for their perceived level of engagement. Responses to these perceptions of traditional and on-line modes of delivery are compared and analysed for significant differences. While students were generally positive in response to the learning experiences, analysis of the results shows that students found the traditional modes to assist in their learning significantly more than on-line modes. Students were neutral regarding the opportunity for engagement that on-line modes provided. Analysis of the students' gender, age and hours of paid work was also conducted to ascertain any relationship with attitudes to the flexibility of on-line delivery; no significant relationship was detected. This study has shown that students were generally resistant to on-line engagement opportunities and their ability to support learning.

The student's evaluation of the delivery of the theoretical courses due to warning mask and social distance during the pandemic condition

“…In fact, the character of the architecture design studios has based on interactions between the students and instructors in the training process (Schon, 1987). In other words, social and cultural aspects of the design studios have played a fundamental role in the learning outcomes in arc hitecture programs (Shulman, 2005;Lane et al, 2015;Tafahomi, 2021e). However, both physical and personal interaction faced the problem of learning due to the measurement criteria that affected the learning process in both theoretical and practical courses (Tafahomi, 2021c).…”

A Qualitative Review of Learning Methods in Exhibition Design Course

“…Collaborative processes in the classroom need to be carried out within the context to better understand each other's culture [7]. The lecturer can facilitate collaboration through active and connected learning, interacting with students in the classroom (during the pandemic in online classes).…”

Application of Blended Learning through Practical Project-based Instruction: Opportunities and Constraints

“…Lane et al criticized that the style of education in architecture did not change profoundly from a handed year ago based on project-based activities and apprenticeship (Lane et al, 2015). The studies emphasized the personal attitude of the instructors to design the instructions to follow their own tradition of the teaching style in architecture education that (Schon, 1984) mentioned as a personal signature and (Lawson, 2005) described in terms of a prescriptive approach to design activities in architectural courses.…”

“…The studies emphasized the personal attitude of the instructors to design the instructions to follow their own tradition of the teaching style in architecture education that (Schon, 1984) mentioned as a personal signature and (Lawson, 2005) described in terms of a prescriptive approach to design activities in architectural courses. This challenge between the academic and professional labels in the architecture (Lane et al, 2015;Shulman, 2005) resulted in to degrade the level of the research and theoretical activities in the program. Therefore, the project-based outputs as the practical activities have taken into account as an important priority in architecture education.…”