Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

Maani, Duaa Al; Alnusairat, Saba; Al-Jokhadar, Amer

doi:10.1108/ohi-01-2021-0016

Cited by 31 publications

(33 citation statements)

References 12 publications

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“…Many researchers used augmented design studios (Bender and Vredevoogd, 2006; Iannou, 2018; Masdéu and Fuses, 2017; Morozumi et al , 2001; Niculae, 2011; Rodriguez et al , 2018; Schnabel and Ham, 2012). Moreover, recent research indicates that BL approaches could be a solution to enhance AE with online technologies (Al Maani et al , 2021; Ibrahim et al , 2020; Varma and Jafri, 2021). These blended and augmented approaches are potentially the most appropriate ways of teaching and learning that significantly enhance the ability for cross-departmental or multidisciplinary collaborative educational sessions.…”

Section: Reimagining Post-covid-19 Architectural Educationmentioning

confidence: 99%

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

Megahed

Hassan

2021

ARCH

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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.

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Section: Reimagining Post-covid-19 Architectural Educationmentioning

confidence: 99%

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

Megahed

Hassan

2021

ARCH

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“…In previous research, educational stages have been explored in particular with recourse to students' experiences in design studio (e.g. Al Maani et al. , 2021; Ahmed et al.…”

Section: Discussionmentioning

confidence: 99%

“…In previous research, educational stages have been explored in particular with recourse to students' experiences in design studio (e.g. Al Maani et al, 2021;Ahmed et al, 2020;Desmukh, 2020). In Al Maani et al (2021), it is recognized that first and second year architecture students may still be accustomed to teacher-centric educational models, and therefore, flexible studios are recommended for younger students, giving them greater opportunity for direct contact with tutors when needed and chances to attend discussions and reviews.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, there is a growing body of academic literature describing how online architectural education has been pursued and collating students' experiences from different parts of the world (e.g. Grover and Wright, 2020;Ceylan et al, 2020;Alnusairat et al, 2020;Al Maani et al, 2021;Varma and Jafri, 2020;Ahmed et al, 2020;Bakir et al, 2021). One commonality among most of these contributions is their focus on the architectural design studio component of architectural curricula and how studio-based courses have insofar been delivered during lockdown conditions.…”

Section: Introductionmentioning

confidence: 99%

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A mixed methods study of architectural education during the initial COVID-19 lockdown: student experiences in design studio and technology courses

Bakir

Alsaadani

2022

OHI

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PurposeThe paper aims to understand and assess architecture students' experiences of online teaching during the initial lockdown caused by the coronavirus disease-2019 (COVID-19) pandemic between March–June 2020. The exploratory study was conducted across two architectural engineering departments of two separate campuses of the same not-for-profit, non-governmental higher education institution in Cairo, Egypt, focusing on two course streams within their architectural curriculum; design-studio-based courses (DC) and technology courses (TC).Design/methodology/approachA mixed-methods approach was used, where a questionnaire-based survey was developed to gather qualitative and quantitative data based on perceptions of a sample of 245 students. The survey quantitatively queried five dimensions related to students' learning experiences and qualitatively sought to evaluate both the positive experiences and challenges the students experienced.FindingsFindings outline that students' experiences were neutral but veered toward the positive end of the scale. Three factors appear to have affected students' learning experiences; students' reliance on educational technologies, the stage of architectural education students were enrolled in when they went into lockdown, and finally, quality and timing of feedback received. While challenges were faced during transition to the digital realm, these may have compelled students to take ownership of the students' own knowledge construction.Originality/valueResults provide a nuanced understanding of how students dealt with this critical transformation in architectural pedagogy at a unique moment in history, highlighting merits that could have an everlasting impact on design education during and after times of pandemic.

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“…As the delivery of design education has moved into online settings, scholars have begun to recognize that exploring these learning settings may be of greater importance than previously acknowledged (Al-Qawasmi, 2007). Specifically, after the break of the COVID-19 pandemic, several attempts were noticed to study the dynamics of those online settings; since the educational institutions have been totally dependent on them (Al Maani et al, 2021;Bakir et al, 2021;Khan & Thilagam, 2021). However, this study does not view the delivery of design education, as being based only on the educational settings, physical or online; since it is rather based on the interaction with those media through which learning can be derived.…”

Section: (C) Authentic Contextmentioning

confidence: 99%

The Dynamics of Design- Knowledge Construction: The Case of a Freshman Architectural-Design Studio in Egypt

Haridy

Khalil

Bakir

2022

IJLTER

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Reviewing the literature indicates a lack of studies that explicitly describe the dynamics of design-knowledge construction in architectural pedagogy. Accordingly, this study attempts to empirically explore the process of constructing design-knowledge within a freshman architectural-design studio in the Egyptian context. In the spring 2020 semester, interpretive qualitative research was initially conducted in an on-campus setting, followed by a period within an online setting, after the COVID-19 lockdown. A total of 12 students, in addition to four teaching assistants and the course instructor, were involved in this study. Multiple data-gathering tactics, such as field observations, semi-structured interviews, and document archives were employed. Conventional content analysis was adopted, in order to extract the patterns that describe the design-knowledge construction within the case under investigation. The study revealed ten themes within three categories: students’ learning activities, faculty-pedagogical strategies, and social interactions. This paper discusses one theme from each of these categories: (1) students’ recourse to self-directed learning, (2) the faculty’s coaching within the educational setting, and (3) the studio’s socio-communal cohesion. The findings of this study confirmed that the construction of design-knowledge is an integrally situated process, which cannot be studied without the presence of all its various components. Such a study presents a contribution that could inform future pedagogical initiatives which aim to create stimulating architectural learning environments in a post-pandemic reality.

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Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

Cited by 31 publications

References 12 publications

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

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

A mixed methods study of architectural education during the initial COVID-19 lockdown: student experiences in design studio and technology courses

The Dynamics of Design- Knowledge Construction: The Case of a Freshman Architectural-Design Studio in Egypt

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