Towards an integrative model of blended design studios: a multiple case study across architecture, design and planning education

Date

2024-01-01

Author

Süner-Pla-Cerdà, Sedef
Öztürk, Elif
Ünlü, Canan Emine

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Design education embodies distinctive pedagogical practices rooted in experiential learning, frequent interactions between students and instructors, reflective dialogues through project deliverables, and enculturation through activities and encounters facilitated by a physical studio setting. Contrasting the traditional lecture-based format, the design studio fosters a dynamic, participatory environment, making technology-mediated instructional delivery methods more rare and experimental than widely adopted. However, the COVID-19 pandemic forced a sudden shift to emergency remote teaching, which prompted a critical re-evaluation of both conventional and unconventional teaching methods, thereby leading to a reconsideration of traditional pedagogical approaches. This paper outlines common technology-enhanced approaches in design studios and advocates for blended learning as an effective mode of delivery. Multiple case study methodology was employed to elicit collective experiences, practices and future expectations of studio instructor teams from 12 architecture, design and planning departments across six universities. Findings of the thematic analysis are presented utilising Khan’s octagonal framework. The themes are synthesised in an integrative model to aid instructors in planning and implementing blended design studios, and recommendations are made for delivering blended learning experiences. The distinctive contribution of this study is its effort to develop an inclusive, comprehensive, and overarching model that resonates across various studio-based fields.

Subject Keywords

Blended design studio, Blended learning, Design studio, Studio pedagogy, Technology-enhanced learning

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85198347256&origin=inward
https://hdl.handle.net/11511/110242

Collections

Department of Educational Sciences, Article