A holistic model for blended learning
While the studio environment has been promoted as an ideal educational setting for project-based disciplines, few qualitative studies have been undertaken in a comprehensive way (Bose, 2007). This study responds to this need by adopting Grounded Theory methodology in a qualitative comparative approach. The research aims to explore the limitations and benefits of a face-to-face (f2f) design studio as well as a virtual design studio (VDS) as experienced by architecture students and educators at an Australian university in order to find the optimal combination for a blended environment to maximize learning. The main outcome is a holistic multidimensional blended model being sufficiently flexible to adapt to various setting, in the process, facilitating constructivist learning through self-determination, self-management, and personalization of the learning environment.
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|Item Type:||Journal Article|
|Keywords:||design, studio, architecture, education, blended, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > ARCHITECTURE (120100)|
|Divisions:||Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
|Copyright Owner:||Copyright 2014 Mahmoud Reza Saghafi; Jill Franz; Philip Crowther|
|Deposited On:||02 Dec 2014 22:44|
|Last Modified:||04 Dec 2014 05:35|
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