Architecture Education During the Covid-19 Pandemic

Online learning, also known as e-learning, is the result of the evolution of distance learning that has developed following technological developments, especially information technology. Before the pandemic, online learning was only one alternative that enriched the learning process. Various courses are implemented by combining offline and online learning processes called blended learning. Through the Learning Management System (LMS), the Department of Architecture Unhas combines offline and online learning in studio-based design courses. Lecturers and students are trained to carry out the stages of the learning process guided by online procedures. The ongoing Covid-19 pandemic has made online learning the only way to keep the learning process going as planned. The sudden shift of studio-based courses from offline to totally online resulted in a change in the learning environment and experience. This study found that the online learning process is largely determined by the availability of learning materials and instruction in the LMS, the distance between learning space and time, the learning experience and the meaning of independent learning perceived by students. The study involved student participants at all semester levels, academic administration staff, lecturers, and student parents.

Architecture Education During the Covid-19 Pandemic

Online learning, also known as e-learning, is the result of the evolution of distance learning that has developed following technological developments, especially information technology. Before the pandemic, online learning was only one alternative that enriched the learning process. Various courses are implemented by combining offline and online learning processes called blended learning. Through the Learning Management System (LMS), the Department of Architecture Unhas combines offline and online learning in studio-based design courses. Lecturers and students are trained to carry out the stages of the learning process guided by online procedures. The ongoing Covid-19 pandemic has made online learning the only way to keep the learning process going as planned. The sudden shift of studio-based courses from offline to totally online resulted in a change in the learning environment and experience. This study found that the online learning process is largely determined by the availability of learning materials and instruction in the LMS, the distance between learning space and time, the learning experience and the meaning of independent learning perceived by students. The study involved student participants at all semester levels, academic administration staff, lecturers, and student parents.

Exploring sketches as conceptual data: a semiological experiment on moods visualisation among architectural students

PurposeSketching is a creative skill that most architects develop over their long period of study and is considered an effective medium for communicating imaginative thinking and conceptual ideas in architecture. As a concept, mood is generally associated with imagining specific ambiance and spatial experience during the schematic phase of the architectural design process. While most architectural research on mood revolves around post-occupancy evaluation, colour effect and lighting comfort, few studies have been conducted to systematically investigate conceptual issues related to mood imagination. Besides, there has been little attempt to appreciate sketches as a reliable conceptual data source for architectural research.Design/methodology/approachTo bridge this knowledge gap, this paper explores a semiological analysis of mood visualisation using architectural sketches. By framing the experiment within the architecture education context, the paper begins by discussing the relationship between sketching, mood and semiology in architecture. The discussion continues by highlighting methodological issues in the design of our experiment. The experiment comprised architecture students from undergraduate and postgraduate programmes. Following the visual and textual data derived from the experiment, two semiological analyses, namely, mood sign analysis and mood signifier analysis, were conducted to understand their imaginative thinking.FindingsThe results revealed significant preferential differences between the students on the use of specific semiotic representation and design language to conceptualise their mood idea.Originality/valueAs a preliminary experiment, this study constitutes an early attempt to further explore potential research related to architectural sketches and the creative imagination that may be beneficial to designers, art psychologists, educators and researchers alike.

EVALUATING THE ROLE OF PINTEREST IN EDUCATION AND THE PROFESSION OF INTERIOR ARCHITECTURE

The number of social media platforms that influence interior architects are increasing and Pinterest is one of these instruments. Parallel to the increased use of Pinterest among designers and students, there is concern about pros and cons of this platform for education and profession of interior architecture. This study aimed to understand if interior architecture instructors, students and professional are engaged with Pinterest and how they evaluate the role of this platform for the profession and education of interior architecture. Accordingly, this study offers a theoretical framework that would underline the opportunities and threats of using Pinterest as a designer. In this scope, data was collected from 225 students, 30 instructors and 50 interior architects. Comparing the findings showed that while most of the students and instructors find Pinterest useful for education of interior architecture, the number of interior architects who believed Pinterest presented disadvantages for the profession of interior architecture were higher that those who found Pinterest useful. Results claim that educating both students and instructors about the dynamic role of the social media in transferring the teaching materials, collaborative learning and efficient academic interaction could enhance the integration of online media development and education. Findings from this study contribute to the existing literature on the role of social media on design-oriented education and professions. Keywords: Pinterest, interior architecture education, interior architecture profession, design, research

“Catch-22” in Starting a New Science Journal (Editorial)

In our continuous effort to consolidate the journal DRC Sustainable Future, we encounter a somewhat similar situation, a kind of Catch-22, applicable to publishing in a recently launched science journal. Our periodical is peer-reviewed and free of all publication and processing charges (so, it is not a predatory journal), and it has a sound international editorial board. Nevertheless, authors refrain from submitting their manuscripts to the journal, as it has not yet been entered in the database of Scopus or ISI Web of Science. In other words, so far, the journal has not earned an impact factor, and it cannot receive one wPagiet:heo16u1/t164publishing articles of broad interest to the scientific community. For publishing such papers, one needs high rating of the journal, translated in an impact factor. This dilemma is, indeed, difficult to solve. Our dedicated authors, scientists from 11 countries of 5 continents made it possible to publish 2 volumes with 2 issues per year, a total of over 40 papers, which received numerous citations. We are confident that our co-workers will get rewarded soon when the journal will be included in the Scopus and/or ISI Web of Science database. Our present issue expands our targeted realm of sustainability to the fields of transportation, architecture, education, and sustainability of the process of innovation. Editors of DRC Sustainable Future are hopeful that the fourth issue of the journal contains several interesting papers, appealing to a wide segment of the scientific community. Our second issue of volume 2 of DRC Sustainable Future benefits of both interesting topics and famous authors.

The virtual design studio and the key integrals

PurposeThe unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.Design/methodology/approachA systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.FindingsA pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.Research limitations/implicationsThe research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.Originality/valueThe study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.