The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy
The role of online instruction in architectural education has been cause for much recent debate. Lecture-based online courses, where one instructor presents to an unlimited number of recipients, translate better to online delivery and have been more favorably received. However, teaching design studi...
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Facultad de Arquitectura, Universidad Nacional Autónoma de México
2016
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| Acceso en liña: | https://www.revistas.unam.mx/index.php/bitacora/article/view/56128 |
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oai:ojs.pkp.sfu.ca:article-561282021-01-21T18:26:23Z The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy Griffen, Craig S. online instruction design pedagogy architectual educatio The role of online instruction in architectural education has been cause for much recent debate. Lecture-based online courses, where one instructor presents to an unlimited number of recipients, translate better to online delivery and have been more favorably received. However, teaching design studios with this new technology has been cause for much more hand wringing. The advent of new technology in any field is often met with a mix of heightened expectations and cautious trepidation so a similar reaction to online technology is not surprising. The strength of the studio methodology has long been based on its immediacy of face-to-face interaction between teacher and pupil, as well as the camaraderie and community of a shared experience; assets harder to translate over distance. Based on research of the handful of architecture programs currently teaching studio courses with this method, I have summarized the results into common benefits and challenges with which we can evaluate the problem to understand which initial concerns are still valid and which may be unfounded. Facultad de Arquitectura, Universidad Nacional Autónoma de México 2016-06-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Investigación application/pdf application/xml https://www.revistas.unam.mx/index.php/bitacora/article/view/56128 10.22201/fa.14058901p.2015.30.56128 Bitacora Arquitectura; No. 30 (2015): Architecture, City and Emotions; 14-19 Bitácora Arquitectura; Núm. 30 (2015): Arquitectura, Ciudad y Emociones; 14-19 2594-0856 1405-8901 10.22201/fa.14058901p.2015.30 spa https://www.revistas.unam.mx/index.php/bitacora/article/view/56128/49776 https://www.revistas.unam.mx/index.php/bitacora/article/view/56128/59623 Derechos de autor 2016 Universidad Nacional Autónoma de México |
| institution |
Universidad Nacional Autónoma de México |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Griffen, Craig S. |
| spellingShingle |
Griffen, Craig S. The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy |
| author_facet |
Griffen, Craig S. |
| author_sort |
Griffen, Craig S. |
| title |
The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy |
| title_short |
The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy |
| title_full |
The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy |
| title_fullStr |
The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy |
| title_full_unstemmed |
The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy |
| title_sort |
online studio problem: assessing the role of distance learning in design pedagogy |
| description |
The role of online instruction in architectural education has been cause for much recent debate. Lecture-based online courses, where one instructor presents to an unlimited number of recipients, translate better to online delivery and have been more favorably received. However, teaching design studios with this new technology has been cause for much more hand wringing. The advent of new technology in any field is often met with a mix of heightened expectations and cautious trepidation so a similar reaction to online technology is not surprising. The strength of the studio methodology has long been based on its immediacy of face-to-face interaction between teacher and pupil, as well as the camaraderie and community of a shared experience; assets harder to translate over distance. Based on research of the handful of architecture programs currently teaching studio courses with this method, I have summarized the results into common benefits and challenges with which we can evaluate the problem to understand which initial concerns are still valid and which may be unfounded. |
| publisher |
Facultad de Arquitectura, Universidad Nacional Autónoma de México |
| publishDate |
2016 |
| url |
https://www.revistas.unam.mx/index.php/bitacora/article/view/56128 |
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