An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education

Abstract

This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.

Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking

“…Students engaging with learning, tasks, and assignments are more likely to get feedback from instructors and peers, where both success and failure inspire the students for further learning. Using different mechanisms and tools, e.g., checklist, portfolio, quizzes, and SWOT analysis for self-assessment and self-orientation can enhance further learning, which is consistent with [5,7,48,54]. Evaluation ability is strongly supported by students' learning orientation, an ability for problem reframing and using user experiences in the design process and evaluation.…”

“…Reflective process knowledge affects both students' task-and self-awareness and learning strategies knowledge, which is also affected by the ability for inclusion of user experiences in the design process. Moreover, this may show the way to solving complex and strategic problems, where customer co-creation should be a key requirement, as also argued by [62], and for problem reframing in a self-directed way, as stated by [48]. Design thinking may be the right way to integrate SDGs into the architecture curriculum, since as an educational approach is able to solve some of the most complex, open-ended, and ill-defined problems in the real world, as suggested by [16], and on a scale of dimensions proposed by [9].…”

“…It seems that activities conducted in the architecture study from first year to third year utilised design thinking as well as a student-centred method based on constructivism and social-cognitive theory, and students showed significant progress on the aforementioned two subscales of SDL. The use of meta-cognitive design thinking as an innovative approach to teaching and learning can be seen as a means of improving the quality of education towards sustainability, as also argued by [10,48].…”

“…Regarding the definition, when students are engaged in real-world design tasks, they are more aware of and attentive to their thinking process, prefer goal orientation in their performance and they can impose learning strategies they need to enhance the design process and improve design outcomes [5]. Moreover, the instructor or educator should develop educational activities where metacognitive components such as higher order thinking skills can be utilised and developed within the design course [48]. On the other hand, design education requires a metacognitive approach to developing creative processes that can be made tangible for the designers, reflecting previous experience and knowledge and thus giving the designer the ability to solve any particular design challenge [49,50].…”

“…Evaluation ability is strongly supported by students' learning orientation, an ability for problem reframing and using user experiences in the design process and evaluation. As self-directed learners, students have a desire to learn, including learning about others, challenging existing frameworks, and seeking new contexts in which to learn something [5,48]. Moreover, introducing ICT in design through the SAMR model [91] and the Pedagogy Wheel [93] could improve students' ability to assess and positively direct their creative confidence towards assessment.…”