scholarly journals An evaluation of online architectural design studios during COVID-19 outbreak

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Salih Ceylan ◽  
Pınar Şahin ◽  
Serengül Seçmen ◽  
Melek Elif Somer ◽  
Kemal H. Süher
Keyword(s):  
Distance Education ◽  
Architectural Design ◽  
Academic Research ◽  
Architectural Education ◽  
Design Studio ◽  
Spring Semester ◽  
Content Type ◽  
Fourth Grade Students ◽  
Online Design ◽  
Education Process

PurposeWhile the COVID-19 outbreak affects all aspects of life in the world, there is also a global impact in the field of education. Within the scope of the measures to control the epidemic, distance education was started shortly after the starting of the spring semester in all primary and secondary schools and universities. In this process, architectural design courses, which are one of the most fundamental courses of architectural education, started to be held in online studios. The purpose of this paper is to investigate the evaluations of architecture students about the online design studio courses carried out during the COVID-19 outbreak.Design/methodology/approachThis research used a qualitative approach to evaluate the ideas of first, second, third and fourth grade students of architectural design studios in the host university. A questionnaire was directed to students in order to see their opinions about the online design studio education.FindingsResults shows that students think the most prominent benefit of online studios appears in the use of digital tools. Another important result is that if they are equipped with the necessary tools and given the chance to realize themselves, students can work efficiently even in the distance education process.Originality/valueThis study is important in terms of learning the expectations of students from the online process and to identify important issues that should be considered for the next semesters. In addition, this study will serve as a basis for comparative evaluation of architectural education during and after the epidemic. In this context, the study will shed light on future academic research.

scholarly journals INNOVATIONS FOR STRUCTURAL SYSTEM EDUCATION IN ARCHITECTURE

2015 ◽  
Vol 3 ◽  
pp. 263-270
Author(s):  
Saniye Karaman Öztaş ◽  
Cahide Aydin İpekçi
Keyword(s):  
Design Process ◽  
Architectural Design ◽  
Teaching Method ◽  
System Modeling ◽  
Architectural Education ◽  
Design Stage ◽  
Design Studio ◽  
Structural System ◽  
Function Form ◽  
Spring Semester

Structural systems, which play an important role in today’s architectural education, have become an issue that is analyzed by mega structures using different disciplines in the process from the design stage to the construction stage. While design and structural system studies are performed together in practice, architecture students usually have difficulty in reflecting their learning from the structural system course into their design studio in architectural education. In this study, information about education method for "Structural System and Technologies I" course, carried out in the fourth semester (second class) in Department of Architecture in Gebze Technical University, was primarily given. Unlike previous teaching methods in this course scope, a structural system modeling to solve the given design problem was requested from the students during spring semester 2015. It was aimed to provide the students with an understanding of general design principles involving structural elements and learning about the necessity in which the structural system should be considered in conjunction with the architectural design, concluding with a two-week assignment. A survey was conducted among 55 architecture students in order to evaluate the outcomes of the assignment. According to the survey results, 61% of the students stated that function, form, and structural system affect on another. 20% of them stated that function, form, and structural system, respectively, have an order of importance in the design process. 9% of them stated that structural system determine form and function. 6 % of them stated that form, function, and structural system, respectively, have an order of importance in the design process. Finally, 4 % of them stated that their relations change depending on the condition. Innovative teaching method in this study is found to be successful because the students have experienced the importance of materials in structural system and learned how to integrate structural system course to architectural design studio. It is intended that this study will benefit architecture students and educators.

Architectural design communication (ADC) in online education during COVID-19 pandemic: a comparison of Turkish and Spanish universities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ayşegül Akçay Kavakoğlu ◽  
Derya Güleç Özer ◽  
Débora Domingo-Callabuig ◽  
Ömer Bilen
Keyword(s):  
Online Education ◽  
Path Analysis ◽  
Architectural Design ◽  
Quantitative Methods ◽  
Architectural Education ◽  
Survey Study ◽  
Design Communication ◽  
Content Type ◽  
Technical Drawing

PurposeThe paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.Design/methodology/approachThe research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.FindingsAs a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.Originality/valueThis paper fulfills an identified need to study how ADC can be developed in online education platforms.

A design studio experience: impacts of social sustainability

2019 ◽  
Vol 13 (2) ◽  
pp. 368-385 ◽  
Author(s):  
Salih Ceylan ◽  
Murat Deniz Soygeniş
Keyword(s):  
Built Environment ◽  
Social Sustainability ◽  
Architectural Education ◽  
Social Aspects ◽  
Design Studio ◽  
Social Aspect ◽  
Content Type ◽  
The Social ◽  
Holistic Understanding

Purpose Sustainability, especially in terms of development and growth, has been in the agenda of the world community for several decades. However, apparently not all the aspects of sustainability are given equal importance. Ecologic and economic components of sustainability have been in the focal point of many theoretical and practical works, as the social aspect has been mostly left out of emphasis. The purpose of this paper is to examine the social aspects of sustainability and its relation to architecture, with respect to the strong connection between the society and the built environment. Design/methodology/approach The core of the paper consists of a case study conducted at a design studio course for third-year architecture students whereas the outcomes of the student works on the design problem are evaluated as examples for design approaches to reflect the effects of the built environment on social sustainability. The case study is supported with a literature review and examination of existing approaches to similar subjects regarding social sustainability. Findings The findings resulted in a better understanding of social sustainability in architectural education which is reflected on the built environment through several architectural strategies. Originality/value This paper contributes to the literature by providing a holistic understanding of sustainability including its social aspects and creating an awareness for the importance of social sustainability in architectural education.

scholarly journals Game as a mediator in a first year architectural design education

2016 ◽  
Author(s):  
Emel Birer
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Architectural Education ◽  
First Year ◽  
Education Students ◽  
Architecture Education ◽  
Set Up ◽  
The City ◽  
Education Process ◽  
Architectural Design Education

First year architectural design education can be started with various methods which, through testing within different studio studies, can also give ideas as to how to start architectural education. This study will address the contributions, and results of starting first-year architecture education with game as a mediator.  When they start their architectural education, students will have their own unique experiences of form, and space gained since their childhood in their built environment. Therefore, in order to refine the students’ perceptions on their built environments at the beginning of the education process, it’s necessary to provide them with opportunities that will give them confidence in what they can do about form and space. The aim of this paper is to emphasize the importance of the first year in architectural design education, and to discuss the beginning methods, considerate student, tutor and educational factors together. Thus, the game selected to start the architectural education with the purpose of activating the gaming instinct of the student is the “City Game”. The findings of this study provide guidelines for tutors to set up a favorable learning environment from the city and that cooperative learning can be enjoyable by the game for the students.Keywords: design education, game, mediator, first year architectural education 

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy in e-learning mode

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asif R. Khan ◽  
N. Lakshmi Thilagam
Keyword(s):  
Architectural Education ◽  
Design Studio ◽  
Unique Contribution ◽  
Content Type ◽  
Studio Pedagogy ◽  
Alternative Approach ◽  
E Learning ◽  
The Impact ◽  
Broad Understanding ◽  
Pedagogical Framework

Purpose The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base. Design/methodology/approach An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario. Findings The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties. Research limitations/implications Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective. Social implications The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place. Originality/value The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

scholarly journals An Analysis of Grading Discrepancy in Architectural Juries: The Case of Summer School Design Courses

2021 ◽  
Author(s):  
Milorad Pavlovic ◽  
Keyword(s):  
Summer School ◽  
Architectural Design ◽  
Design Studio ◽  
School Design ◽  
Percentage Error ◽  
Related Factors ◽  
Complex Procedure ◽  
University Department ◽  
Architectural Design Studio ◽  
Education Process

The architectural education process is fundamentally dominated by design studio courses. Their organization remains an open challenge for educators due to the complexity of related factors, such as teaching methods, design topics, assignments and assessments. In particular, the assessment of design studio courses is often a complex procedure, due to the involvement of several jury members with different expertise and their subjective interpretations. In this research, an analysis of the grading discrepancy in architectural juries is proposed. The study aims on quantifying the divergence between the final grades and the marks proposed by each juror. The percentage error was considered as a method for research. The procedure was introduced in the vertical architectural design studio at Alanya Hamdullah Emin Pasa University, Department of Architecture, during the summer semester of 2018.

Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Duaa Al Maani ◽  
Saba Alnusairat ◽  
Amer Al-Jokhadar
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Design Studio ◽  
Virtual Design ◽  
Content Type ◽  
Learner Identity ◽  
Campus Design ◽  
Online Design

PurposeThis study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation.Design/methodology/approachData obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed.FindingsA model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits.Originality/valueFor students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.

Thinking manifesto on basic design studios in architectural education

2018 ◽  
Vol 5 (6) ◽  
pp. 96-100
Author(s):  
Hakan Saglam
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Architectural Education ◽  
Design Studio ◽  
Basic Design ◽  
Architectural Theory ◽  
Final Project ◽  
History Of ◽  
Education Design ◽  
Education Delivery

Design education delivery is reconsidered every semester from the first basic design course through to the final project class, and while there are diverse approaches to architectural theory worldwide, the problem of teaching architectural design is a continual question to educators, especially for design educators. Over different periods of time, very different approaches to design education have been pursued. These differing theories form the basis for architectural design education. Throughout this process, the history of design education has been shaped and it is important to be able to use the accumulation of knowledge from different fields within the context of ‘architectural education’. When we consider the transformation of design education historically and the differing approaches today, such as the effects of changing theories, scientific-culturalsub-structures, transformed super structures and the ever-changing theories on architectural education, the design studio educators should incorporate the benefits of this diverse learned knowledge into the design studio education.Keywords: Basic design, architectural education, design studios.

Collaborative architectural design studio environment

2019 ◽  
Vol 14 (2) ◽  
pp. 303-324
Author(s):  
Hira Qureshi
Keyword(s):  
Collaborative Learning ◽  
Collaborative Design ◽  
Architectural Design ◽  
Hybrid Approach ◽  
Small Sample ◽  
Primary Data ◽  
Design Studio ◽  
Pedagogical Approach ◽  
Content Type ◽  
Studio Pedagogy

Purpose The purpose of this paper is to test a studio pedagogy that originates from an experiment of a collaborative design studio held between two departments of Architecture, as a useful way for students to learn mutually. Meanwhile, it aims to capture the effectiveness, efficiency and impacts of this collaboration. Design/methodology/approach This paper presents a qualitative research study to observe the role of collaborative design studio in the pedagogical structure of architectural education. It combines the conventional studio with live projects as a unique pedagogy within the studio of Architectural Design-I (AD-I). Primary data collected using open-ended questionnaires from students and focal studio tutors at both architecture departments generated results. Findings Built on the analyses of the questionnaires, this paper answers the research questions based on the collaborative studio pedagogy for the course of AD-I and reports on lessons learnt from this collaborative experience. It proves that students can successfully work collaboratively and build confidence in their own abilities to solve a challenge and achieve a common goal through practical experience as well. Research limitations/implications This research used a qualitative approach to evaluate the perspectives of 81 students and 6 tutors within a specific pedagogical approach. Given the small sample size and delimitation of the one-course approach, findings from this study are not generalizable to a broader population. Furthermore, a longer duration is needed to address collaborative learning challenges. Nevertheless, it provides valuable data for future studies and also offers pedagogical options for other schools to consider implementing and studying. Originality/value The collaborative pedagogical approach experimented in this study was the first initiative of its kind in Karachi, between a younger institution, AED-SSUET and a more established one which was DAP-NED. A four-week collaborative design studio exercise of AD-I engaging third-semester students of AED-SSUET[1] and DAP-NED[2] was a hybrid approach that combined conventional design studio with live project to promote a novel and effective collaborative learning method. In the process, students were encouraged to interact competitively with peers, facilitated by rigorous engagement of focal design tutors from both Architecture departments. It also influenced the active participation of experts from the industry and Architecture community and was exclusively designed to eliminate the pairing up of a single tutor with one student each. The students at AED-SSUET were also able to build a 1:1 scale project with an allocated budget and time-frame constraints.

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