Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic.
Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most scho...
| Publicado en: | International Journal of Art & Design Education Vol. 40; no. 1; pp. 251 - 268 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Feb2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=149377448&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149377448 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2021 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 149377448 10.1111/jade.12350 ppf: 251 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 937KB tig: atl: Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic. aug: au: Iranmanesh, Aminreza Onur, Zeynep su: Architectural studios Virtual design Distance education Computer-aided design COVID-19 pandemic Architecture students Architectural education sug: subj: Architectural studios Virtual design Distance education Computer-aided design COVID-19 pandemic Architecture students Architectural education keyword: architectural pedagogy COVID‐19 peer learning quarantine remote education virtual design studio ab: Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most schools to move their design studios into virtual space. This article aims to explore the potential advantages and shortcomings of VDS during the COVID‐19 quarantine from the perspective of students in a department of architecture. The study investigates three aspects of VDS namely, participating students' evaluation of the virtual studio experience, the effectiveness of VDS in achieving the studio's expected learning outcomes and the evaluation process for final design projects. Some 360 students from eight consecutive design studios participated in the study. The results indicate improvement in students' ability to conduct independent research and in learning new computer‐aided design (CAD) software. Furthermore, the study finds VDS to be much more applicable for third‐ and fourth‐year students. The results also show a significant decline in background informal peer learning among students. Further studies are needed to address the implementation of a more immersive social experience in VDS. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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