Field Notes on Pandemic Teaching: 5

Murphy, Órla; Scanlon, Emmett; Chan, Liska; Hoeferlin, Derek; Deamer, Peggy; Uchikawa, Y; Raffles, Hugh; Carrió, Manuel Shvartzberg; Rottenberg, Sarah; Barnes, Germane; W., LeCavalier, J. Pietsch,; Drake, Susannah; Adams, Annmarie; Dayer, Carolina

doi:10.22269/200422

Cited by 3 publications

(2 citation statements)

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“…In response to the pandemic, the survey establishes the diminished fecundity of conducting architecture design studio in only an online medium, which is more in consonance with the Undergraduate architecture programs in India views expressed by educators globally. The survey responses also categorically reaffirm the importance of face-to-face studio learning or a physical studio environment for architecture design education, which, again, aligns with the predominant view (Archinect, 2020a, b, c;Murphy and Scanlon, 2020). The study discerns a view that conducting an architecture studio course cannot be transactional, as most courses usually are when taught online.…”

Section: Efficacy Of Conducting Architecture Design Studio In a Digital Modesupporting

confidence: 67%

COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

Varma

Jafri

2020

ARCH

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PurposeThe purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.Design/methodology/approachAn online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.FindingsAll institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.Originality/valueThe paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

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Section: Efficacy Of Conducting Architecture Design Studio In a Digital Modesupporting

confidence: 67%

COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

Varma

Jafri

2020

ARCH

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“…Further, design studio is not a mere classroom, but is a way of life and as such poses an ‘interconnected socio‐spatial character’ (Iranmanesh & Onur, 2021, 2). We know that even when teaching happens around a desk in a studio, the learning also happens in all the ‘cracks and crevices’ around this, and that students learn as much from each other as they do from teachers (Murphy et al ., 2020). It is these social characteristics of design studio that contribute to educators’ resistance to online design studio (Bender & Vredevoogd, 2006; Park, 2011; Wood, 2018; Fleischman, 2019) — yet in a time when our real‐world experience is so radically altered and our social conventions re‐thought, it follows that the way we teach and learn in architectural design studio must also change to ensure the ongoing relevance of the studio to contemporary experience.…”

Section: Introductionmentioning

confidence: 99%

The Online Studio: Cultures, Perceptions and Questions for the Future

Murray¹,

Sleight²,

Oldfield³

2023

Int J Art Design Ed

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We investigated the impact of the transition to online architectural design studios in response to the COVID-19 pandemic at the University of New South Wales in Sydney, Australia. The study focussed specifically on student and tutor perceptions of online design studio before the sudden transition to online delivery, and how those perceptions shifted through the initial months of online delivery. We consider the pedagogical context in which the shift to online teaching took place and the evident successes and failures in the early iterations of online studio. We discuss similar and contrasting perceptions in student and tutor groups and observe the changes in these perceptions prior to and after teaching and learning in online studios. The paper concludes with a series of questions directed to the architectural design studio teaching community regarding the apparent inevitability of a future in which both FTF and online-only studios are surpassed with hybrid design studios.

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Distance Teaching Urban Design and Planning Studio Courses during the Pandemic: Challenges and Lessons Learnt

Katsavounidou

2022

Journal of Planning Education and Research

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Urban design and planning studios presented considerable challenges to teach remotely following the outbreak of COVID-19 pandemic. Planning is space-based and requires real-life experience, and existing virtual teaching platforms can hardly re-create the studio atmosphere. This paper presents an empirical study, via surveys and interviews, on how instructors in Greek universities, where online teaching carried on for three semesters, adjusted studio courses to remote teaching. Findings are organized into three rubrics: Resilience, Interaction, and Surprises. Results show that planning pedagogy needs to maintain problem-based methodologies, that existing platforms should be designed to better emulate the studio atmosphere, and that inviting guest speakers online is a practice that will remain post-pandemic.

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Field Notes on Pandemic Teaching: 5

Cited by 3 publications

References 0 publications

COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

The Online Studio: Cultures, Perceptions and Questions for the Future

Distance Teaching Urban Design and Planning Studio Courses during the Pandemic: Challenges and Lessons Learnt

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