A longitudinal study of virtual design studio (VDS) use in STEM distance design education

Abstract

The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as 'listening-in' (viewing other students' work) and student success, as well as behaviour shifts from 'passive' to 'active' engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.

Situated Learning in Online Architectural Studio Education

“…However, these all researches also demonstrate that active interaction in an online environment has a bigger role than passive participation. Because, social presence is a necessity for teaching and cognitive presence to reach "higher-order thinking" (Armellini andDe Stefani, 2016 in Jones, Lotz andHolden, 2020). Moreover, in the same research, a student expresses the importance of active interaction that distance education is difficult, and with the interaction, it becomes easier.…”

“…In the research, a positive correlation is viewed between students' visits to slots and success. Moreover, one of the students indicated that they can have a chance to making the right thing or not by comparing it with others' work (Jones et al, 2020). It is a positive part of online education that may not be sustained at face-to-face education.…”

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

“…Numerous recent papers seek to examine virtual community of practice (VCoPs), technological platforms and tools in relation to online engagement, such as ‘bring your own device’ (BYOD) programmes, and distributed models of online learning (Chen et al 2020; Peeters & Pretorius 2020; Pozo Sánchez et al 2020). Innovative models for virtual studio learning have been developed by Pektaş (2015) and Jones et al (2020). The principles of a conventional in‐person art and design studio education are increasingly being redirected through a range of virtual channels in higher education.…”

Benefits, Disadvantages, and Constrains of Applying Blended and Virtual Design (Case Study: Studios at Nahda University). (Dept. A)

“…Technologies start to reshape teaching and design practices in the architectural design studio [20]. VDS can support interaction and complex social learning, leading to successful student outcomes and motivates students intrinsically [21]. In light of previous studies, a set of results was reached that can be summarized as shown in Table 1.…”