Generation gap, learning from the experience of compulsory remote architectural design studio

Abstract

Physical design studio has been the mainstream method of architectural pedagogy for more than a century. Although the past two decades have brought forth emerging possibilities via advancements in digital communication, Virtual Design Studio (VDS) remained an experimental novelty until 2020. The interruption of face-to-face educational activities saw architecture schools facing a rapid paradigm shift because their studio-centred pedagogy retains intrinsic spatial qualities that are often attributed as critical dimensions of the learning process. This article explores the transition to the virtual design studio in a department of architecture after distance education became mainstream due to the global pandemic. The paper provides a comparison between students’ and lecturers’ points of view regarding different aspects of the virtual design studio. This addresses a potential generational gap concerning digital communication in a case study. A survey was administered to a group of architecture students who travelled back home and continued their education online and to the teachers of design studios who instructed VDS after the pandemic outbreak. The findings show the significant influence of effective communication, access to proper resources, maintenance of peer connections, and group works on the positive outcomes of the architectural design studio.

McLuhan’s Tetrad as a Tool to Interpret the Impact of Online Studio Education on Design Studio Pedagogy

“…Dynamics [15,16,21,26,27] low frequency and unclear feedback 5 [15,23,26] virtual review sessions allow participation and being student-oriented 5 [14,15] recordings allow for in-depth learning 2 [17,19,24,25] redefinition of delivery tools and methods 5…”

“…From an economic perspective, whether conducting virtual design studios is feasible is no longer questioned. However, its adequacy to fulfill the educational outcomes compared to the rich and complex outcomes of a physical studio is still a debate, and it ends up with divided opinions about the potential beneficial impacts of online teaching, such as asynchronous access to the learning material [14,15,20,24,25], and the detrimental impacts of online teaching, such as ineffective communication [15,21,22,27,28], technical difficulties and the learning curve of the new tools of the digital setting [15,20,21], and the pedagogical challenges and limitations of the digital setting [11,13,18,19,23]. It is important to note that, when provided with the option between a fully online or offline ADS, architecture students, despite the common use of "digital native" and their inclination toward online tools, prefer studying design in a face-to-face setting [24,28,47].…”

“…This benefit is also emphasized in the studies as the students expressed their appreciation toward the feature of being able to repeatedly view the studio discussions. This feature was perceived as valuable and beneficial to their learning experiences [9,14,15], allowing in-depth learning.…”

“…There are studies examining students' evaluations and attitudes toward online design studios during the pandemic, highlighting the uncertainties and the need for additional support and guidance [9,10], providing insights into the future direction of architecture studio education post-COVID-19, and emphasizing the importance of feedback studies, innovation in studio teaching, and a new model for post-pandemic studio education [11]. Additionally, researchers delved into the dynamics of design knowledge construction within contemporary architectural pedagogy, emphasizing the necessity of online and hybrid learning [12], and other researchers explored the potential of virtual design studios in the context of the COVID-19 lockdown, highlighting the emerging potential of this approach [13,14]. The studies collectively underscore the need for innovative approaches, feedback mechanisms, and support systems to enhance the effectiveness of online and hybrid design studio education post-COVID-19.…”

Adaptation of architectural education pedagogy in addressing COVID-19 pandemic

“…The link between digital design and digital design model as a form of architectural knowledge has started to emerge as a useful source of inspiration for design and design education, in addition to the use of digital media as a tool. Based on the cognitive effect of digital technology, theorists have attempted to develop paradigmatic architectural methods (Lynn, 1999;Iranmanesh, & Onur, 2022).…”