Evaluating Online Learning Practice in the Interior Design Studio

Abstract

The COVID-19 pandemic has led most countries to adopt precautionary isolation measures to prevent the spread of the virus. In this context, teaching through online studios has become a necessity. This study aimed to identify students' practical experiences in fully online interior design studios and determine whether these experiences differ according to students' educational levels to help improve and ensure the quality of online design education. The participants were 69 female interior design students. A questionnaire was applied using five axes, namely virtual learning environment, curriculum and illustration tools, students' experiences, interaction with the teacher, and overall satisfaction and hopes. The results showed that the newer students had a positive experience with the online design studio, while there were statistically significant differences between the answers of students at different levels. It was noticeable that the students' experience on all axes was different, and the level of satisfaction among the new students in Studio 2 was higher than among the students nearing graduation in Studio 6. The findings of this study will benefit the academic programme and technology developers in creating a suitable online learning environment for each profession.

Adapting the Flipped Classroom Model to a Design Course in Online Learning Environments: A Case Study

“…Because to obtain the desired benefit from online education environments, appropriate pedagogical approaches should be employed (Schlosser & Simonson 2006). In a similar study, Alawad (2021) found that novice students who do not have design experience in a traditional face‐to‐face studio had more positive views about online design teaching methods. Despite this, it has been suggested that different teaching strategies for online design education should be investigated (Alawad 2021).…”

“…In a similar study, Alawad (2021) found that novice students who do not have design experience in a traditional face‐to‐face studio had more positive views about online design teaching methods. Despite this, it has been suggested that different teaching strategies for online design education should be investigated (Alawad 2021). Emphasising the importance of the integration of teaching strategies in both studies reveals the necessity of conducting the online design teaching process in line with a teaching strategy.…”

Sense of Classroom Community in Interior Design Studios: In–Person Learning versus Online Learning Approaches

“…Alawad (2021) discovered that newer students were more satisfied with online design studios than were those close to graduating. Students with lower grade point averages (GPAs) experienced more difficulties in the online context than those with higher GPAs (Figlio et al, 2010; Xu & Jaggars, 2013), and students exposed to technology adapt faster to online learning (Liu et al, 2007; Stewart et al, 2010).…”

“…Design educators who teach design studio courses have been reluctant to offer online education (Alawad, 2021;Bender, 2005;Bender & Good, 2003;George, 2017) and viewed the online or blended learning environment as inadequate believing it cannot replace face-to-face studio activities (Fleischmann, 2016;Mohammed, 2017;Saghafi et al, 2012;Salama & Wilkinson, 2007;Ubell, 2016). It was often perceived that online design studios would not be successful (Silva & Lima, 2008) and could decrease the quality and effectiveness of the learning experience (Ubell, 2016).…”

Concept and Scale Focus in Interior Design Education: An Adaptive Reuse Museum Project

“…This transition also lays the foundation in terms of understanding the interior design process; a step by step comprehension of the development from the getting the brief, to concept development, materializing, budgeting, leading to the finalization and realization stage. The development of this skill is significant not only for the upper years of interior design higher education, but also to develop a systematic approach for graduates' professional lives (Abercrombie, 1990;Afacan, 2016;Alawad, 2021;Konkel, 2014). This enables a deeper approach to interior design, creating more meaningful spaces that enhance the life quality of users.…”