Perceptions of physical versus virtual design studio education
While the studio environment has been promoted as an ideal educational setting for project-based disciplines associated with the art and design, few qualitative studies have been undertaken in a comprehensive way, with even fewer giving emphasis to the teachers and students and how they feel about changing their environment. This situation is problematic given the changes and challenges facing higher education, including those associated with new technologies such as online learning. In response, this paper describes a comparative study employing grounded theory to identify and describe teachers’ and students’ perceptions of the physical design studio (PDS) as well as the virtual design studio (VDS) of architectural students in an Australian university. The findings give significance to aspects of design education activities and their role in the development of integrated hybrid learning environments.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||Architectural teaching, Blended learning environment, Design studio, Online education, Blended learning model, Architectural education, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > ARCHITECTURE (120100) > Architectural Design (120101)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
|Divisions:||Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
|Copyright Owner:||Archnet-IJAR, MIT- Massachusetts Institute of Technology|
|Copyright Statement:||All contributors granted Massachusetts Institute of Technology (“MIT”) worldwide rights and permission to reproduce, distribute, publicly display, and publicly
perform the following Work in electronic format on the ArchNet Internet web site at URL http://archnet.org.
Views, opinions, and research results are the responsibility of the contributors.
Images and figures are provided by the contributors.
|Deposited On:||11 Jul 2012 22:56|
|Last Modified:||11 Sep 2012 09:08|
Repository Staff Only: item control page