Skip to main content
SpringerLink
Log in

Blended Learning in the Foundational Design Studio

  • Conference paper
  • First Online:
Methodologies and Intelligent Systems for Technology Enhanced Learning, 12th International Conference (MIS4TEL 2022)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 580))

  • 400 Accesses

Abstract

Based on our experience of teaching the first-year Foundation studio online in an architecture program, we highlight the benefits of Blended Learning that incorporates strategic scheduling of physical and virtual delivery modes. Our qualitative observations build on recent literature that examines the use of online elements in teaching the design studio. We observed that the more theoretical aspects appear to be effectively mastered online while the practical ones that require tactile abilities are not. We identify what kinds of interaction maximize the potential of Technology Enhanced Learning (TEL) in the Foundation studio.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Bachelard, G.: The Poetics of Space, 1994 edn. Beacon Press, Boston (1994)

    Google Scholar 

  2. Bender, D., Vredevoogd, J.D.: Using online education technologies to support studio instruction. Educ. Technol. Soc. 9(4), 114–122 (2006)

    Google Scholar 

  3. Crowther, P.: Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement. J. Learn. Des. 6(3), 18–28 (2013)

    MathSciNet  Google Scholar 

  4. Fleischmann, K.: Hands-on versus virtual: reshaping the design classroom with blended learning. Arts Human. High. Educ. 20(1), 87–112 (2021)

    Article  Google Scholar 

  5. Haddad, E.G.: Christian Norberg Schulz and the project of phenomenology in architecture. Archit. Theory Rev. 15(1), 88–101 (2010)

    Article  Google Scholar 

  6. Hokanson, B.: The design critique as a model for distributed learning. In: Moller, L., Huett, J.B. (eds.) The Next Generation of Distance Education, pp. 71–83. Springer, Boston (2012). https://doi.org/10.1007/978-1-4614-1785-9_5

    Chapter  Google Scholar 

  7. Lee, N.: Design as a learning cycle: a conversational experience. Eval. Innov. Dev. 3(2), 12–22 (2006)

    Google Scholar 

  8. Merleau-Ponty, M.: The Visible and the Invisible. Northwestern University Press, Evanston (1968)

    Google Scholar 

  9. Mohammed, M.: Blended e-learning in the architectural design studio: an experimental model. Int. J. Parallel Emergent Distrib. Syst. 32(suppl.1), 73–81 (2017)

    Google Scholar 

  10. Tessier, V., Aubry-Boyer, M.-P.: Turbulence in crit assessment: from the design workshop to online learning. Design Technol. Educ. Int. J. 24(4), 86–95 (2021). Jones, D., Lotz, N. (eds.)

    Google Scholar 

  11. Tüfek, T.E.: An unexpected shift to an online design studio course: student insights on design critiques. Int. J. Art Design Educ. 41(1), 158–170 (2022)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Lebanese American University, Beirut, Lebanon

    Karma Dabaghi & Silia Abou Arbid

Authors
  1. Karma Dabaghi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Silia Abou Arbid
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Karma Dabaghi .

Editor information

Editors and Affiliations

  1. Sapienza University of Rome, Rome, Roma, Italy

    Marco Temperini

  2. University of Salerno, Montoro - Avellino, Italy

    Vittorio Scarano

  3. Leibniz University of Hanover, Hanover, Germany

    Ivana Marenzi

  4. DFKI GmbH, Berlin, Germany

    Milos Kravcik

  5. Computer and Information Technology Department, University of Craiova, Craiova, Romania

    Elvira Popescu

  6. University of Bari Aldo Moro, Bari, Italy

    Rosa Lanzilotti

  7. Faculty of Computer Science, Free University of Bozen-Bolzano, Bolzano, Italy

    Rosella Gennari

  8. University of Salamanca, Salamanca, Spain

    Fernando De La Prieta

  9. DISIM, University of L’Aquila, L’Aquila, L’Aquila, Italy

    Tania Di Mascio

  10. University of L’Aquila, L’Aquila, Italy

    Pierpaolo Vittorini

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Dabaghi, K., Abou Arbid, S. (2023). Blended Learning in the Foundational Design Studio. In: Temperini, M., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 12th International Conference. MIS4TEL 2022. Lecture Notes in Networks and Systems, vol 580. Springer, Cham. https://doi.org/10.1007/978-3-031-20617-7_1

Download citation

Publish with us

Policies and ethics

Search

Navigation