Transitioning Architectural Pedagogy Into the Virtual Era via Digital Learning Methods

Abstract

In an age of physical separation, a new pedagogical paradigm was established via the integration of pre-recorded videos, video conferencing, and online assessments to become hallmarks of the “new normal”. In architectural education, the hands-on learning methodologies were suddenly compromised, challenging design pedagogy to reconfigure how students integrate collaborative design, studio culture, and develop analog skills into virtual learning. This prompted the question, how can architecture be effectively taught and experimentally explored through distanced and virtual means? The recent COVID-19 pandemic has disrupted this pedagogical environment and extinguished the opportunity of accessioning collaborative facilities considering recent distancing parameters. Conducting a literature review on experiences of virtual teaching in the realm of architecture, the paper explores scenarios, surveys, and adaptations to an unprecedented full online architecture studio. The paper showcases a series of teaching modifications that prove to be useful in maintaining and improving student engagement and performance in virtual architectural pedagogy.

Transformation of the Design Studio in New Learning Spaces: Virtual Design Studio in Architecture Pedagogy

“…All sectors including education could continue to function only through internet using ICT tools. Like many educational institutions, architectural education, too, turned towards a 'new normal' -online classes but with its own problems as architecture programme is majorly dependent on the social studio setting, and hence, facing a major challenge (2). Design Studio, a core component, relies on face-to-face interaction in a physical studio environment for constructive feedback (3).…”

“…To list the same -For effective communication in virtual studio environments, one could use Miro, an alternative drawing and brainstorming software. To avoid malpractice during exams, open-book tests or project-based evaluation methods may be adopted (2). Similarly, virtual field trips could improve student engagement and their overall interest (13).…”

“…Similarly, virtual field trips could improve student engagement and their overall interest (13). Also, to maintain social connectivity during the period of social distancing, group assignments ( 14) and studio desk reviews (4) can stimulate peer-to-peer student interaction (2). When it comes to the adoption of technology, the younger generation (read, students) are always ahead of the older generation (read, tutors).…”

“…This can be capitalised as an opportunity for student development through digital learning (12). Amongst these digital technologies, Extended Realities (XR) like Virtual Reality (VR), Augmented Reality (VR) and Mixed Reality (MR), could be integrated in digital learning to provide students with enhanced experience in the learning of both theory and studio subjects (2). The benefits of these XR are improved spatial perception (11), safety and less expensive (14).…”

Mixed Reality Tools for Education in the Metaverse

“…Digital classrooms in the virtual world Metaverse have seen a dramatic increase over the past years in educational institutions and organizations around the world adopting this technology for classroom training or virtual conferences. The inclusion of extended realities, mainly virtual reality (VR), augmented reality (AR) and mixed reality (MR), in the learning process offers students opportunities and enhanced virtual experiences (Estrina, 2021). The learning activity of virtual classrooms is based on the collaboration of students, which takes advantage of its ability to allow easily bring together a relatively large number of people in a carefully designed environment in order to promote inclusiveness, openness and safety.…”