Designing teaching—teaching designing: Teacher’s guidance in a virtual design studio

Lahti, Henna; Seitamaa-Hakkarainen, Pirita

doi:10.5204/jld.v7i1.140

Cited by 8 publications

(6 citation statements)

References 34 publications

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“…The motivation to introduce subjects or projects into the online environment appears to be largely driven by facilitating collaboration of students and institutions that are geographically dispersed (e.g. Kvan, 2001; Lahti and Seitamaa-Hakkaraine, 2014; Sclater et al., 2001). These experiments offer evidence that online design courses facilitate distance collaboration at the very least and warrant further structural and pedagogical investigation.…”

Section: Online Design Education: Why the Lag?mentioning

confidence: 99%

Online design education: Searching for a middle ground

Fleischmann

2018

Arts and Humanities in Higher Education

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At its heart, design is a studio-based discipline, which makes it difficult for design educators to adopt technology-driven changes into an online teaching and learning environment. Globally, few universities offer online undergraduate degree design courses, despite an overall growth in online higher degree curricula. Anecdotal evidence and limited research studies exploring the design educators’ view lament the potential loss of direct interactions between educator and design students in an online learning environment making it impossible to offer design education online. However, the attitude of design students towards online learning is largely underexplored. Given that today’s design students are considered tech-savvy, and there is a growing student demand for flexible study options, it would seem that design students would embrace online delivery options. The aim of this study is to explore the perception of undergraduate design students towards the idea of studying design online and whether or not blended learning could provide a transitional middle ground to a fully online design course. This study also touches on any student reservations about online delivery and identifies the barriers to study design online.

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Section: Online Design Education: Why the Lag?mentioning

confidence: 99%

Online design education: Searching for a middle ground

Fleischmann

2018

Arts and Humanities in Higher Education

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“…Digital spaces that allow students to share work and interact asynchronously have been created to remotely provide design studio experience (Lotz et al, 2015). Virtual studios (Lahti and Seitamaa-Hakkarainen, 2014;Salman et al, 2017;Jones et al, 2021) and blended learning approaches (Mohammed, 2017;Rodriguez et al, 2018) have achieved some success by utilizing formal online spaces to encourage collaborations. Remarkably, these attempts were made under normal conditions when there was no obligation to transition to online architecture education.…”

Section: Research Background and Gaps In Literaturementioning

confidence: 99%

Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

Metinal

Ayalp²

2022

OHI

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PurposeThe impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.Design/methodology/approachSystematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.FindingsThe challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.Research limitations/implicationsThe study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.Originality/valueThis paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

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“…The studio has also been identified as a site for power asymmetries and exclusivity (inter alia Datta 2007 ; Webster, 2007 ) or a space in which norms are habitually reproduced (inter alia Dutton 1987 ; Banham, 1991 ; Stevens, 2002 ). A range of studies have attempted to replicate the environment of the design studio remotely, however this remains at the level of individual case studies (inter alia Abbasi et al, 2018 ; Lahti & Seitamaa-Hakkarainen 2014 ; Salman et al, 2017 ; Lotz et al, 2019 ; Jones et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Attempts to replicate the design studio experience remotely have often focussed on generating digital spaces where students can share work and interact asynchronously (Lotz et al, 2015 ). While there have been reported success in virtual online studios (Abbasi et al, 2018 ; Lahti & Seitamaa-Hakkarainen 2014 ; Salman et al, 2017 ; Lotz et al, 2019 ; Jones et al, 2020 ) and blended approaches (Mohammed, 2017 ; Rodriguez et al, 2018 ), these typically utilise formal online spaces (such as e-portfolios or online databases) to simulate peer interaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Shutting the studio: the impact of the Covid-19 pandemic on architectural education in the United Kingdom

Grover

Wright

2022

Int J Technol Des Educ

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The Covid-19 pandemic instigated a rapid shift to remote learning in schools of architecture in the United Kingdom. Through the largest survey of its kind of architectural students and tutors in the UK, this research compares experiences in the physical design studio and its remote equivalent. The context of the pandemic provided a unique opportunity to survey a range of cohorts, at different stages in their architectural education to compare these two modes of studio delivery. The findings show a fall in student satisfaction after the move to remote learning in every metric assessed. Peer interaction and support were particularly effected. More formal teaching interactions, such as reviews, crits and tutorials, also suffered but to a lesser extent. For teaching staff, some small improvements in the working environment were observed as well as organisational factors. However, these small gains were outweighed by the negative changes. The research suggests that despite the replication of teaching activities digitally, the situated learning of design education and the facilitation of informal learning scenarios are critical components of design education. This research contributes to the ongoing characterisation of architectural education’s signature pedagogy and suggests that for effective remote learning, design studio education must be reconceptualised, and alternative pedagogies embraced. This can direct educators looking to develop remote design studio learning as well as highlighting areas in which the traditional model of architectural education may be enhanced.

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Designing teaching—teaching designing: Teacher’s guidance in a virtual design studio

Abstract: Abstract

Cited by 8 publications

References 34 publications

Online design education: Searching for a middle ground

Online design education: Searching for a middle ground

Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

Shutting the studio: the impact of the Covid-19 pandemic on architectural education in the United Kingdom

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