The "Tutorless" Design Studio: A Radical Experiment in Blended Learning

Autor/in	Hill, Glen Andrew
Titel	The "Tutorless" Design Studio: A Radical Experiment in Blended Learning
Quelle	In: Journal of Problem Based Learning in Higher Education, 5 (2017) 1, S.111-125 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Blended Learning; Learning Strategies; Architecture; Design Crafts; Studio Art; Problem Based Learning; Teaching Methods; Teaching Models; Curriculum Design; Student Satisfaction; Course Descriptions; Instructional Development; Educational Change; Higher Education; Foreign Countries; College Students; Australia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Architektur; Dekoration; Kunstwerkstatt; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Lehrplangestaltung; Kursstrukturplan; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Australien
Abstract	This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work produced by the blended learning design studio was independently assessed as being of a high standard, the student feedback on the course was mixed. Given the equivocation evident in the student feedback, the paper concludes by speculating on factors beyond the educational strategies that may have led to the high quality of student design work. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01