A blended learning strategy: reimagining the post-Covid-19 architectural education

Abstract

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

Development and students’ evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic

“…Consistent with recent studies using a blended pedagogy for other curriculums (e.g., arts education, business, architectural education) in response to the COVID-19 pandemic (Li et al, 2021b ; Megahed & Hassan, 2021 ; Ng et al, 2020 ), the current paper has added value to the relevant practice for the sports discipline. The feedback from PE students who completed the blended “Sports Multimedia Courseware Design” course was positive for all three aspects (online self-learning, offline group-learning, and overall learning outcomes), which agrees with the findings of other studies (Lapitan et al, 2021 ; Li et al, 2021b ), implying the feasibility and acceptance of implementing blended online and offline learning for diverse curriculums.…”

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

“…On the other hand, learning may not always be carried out online because online learning has many limitations (Adnan, 2020;Agarwal & Kaushik, 2020;Dong et al, 2020). Not surprisingly, various publications recommend the application of blended learning in the pandemic era (Mali & Lim, 2021;Megahed & Hassan, 2021;Ożadowicz, 2020;Singh, Steele, & Singh, 2021). Blended learning is expected to continue to be applied post-pandemic as a response to the world of education towards the development of the times towards a 21st Century-based digital era (Eagleton, 2017;McGrath, Palmgren, & Liljedahl, 2021).…”

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

“…At an urban level and based on the growing body of knowledge in this space Abusaada and Elshater (2021), develop a conceptual view on the notion of boredom in public spaces while interrogating the trilogy of urban form, social distancing and digital transformations. At an educational level Megahed and Hassan (2021) reimagine the post-COVID-19 architectural education by proposing and validating a blended strategy.…”