A Socio-Cognitive Approach to Knowledge Construction in Design Studio through Blended Learning

Autor/in	Kocaturk, Tuba
Titel	A Socio-Cognitive Approach to Knowledge Construction in Design Studio through Blended Learning
Quelle	In: Journal of Problem Based Learning in Higher Education, 5 (2017) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Social Cognition; Design; Blended Learning; Higher Education; Foreign Countries; Educational Research; Architecture; Information Technology; Educational Technology; Architectural Education; Teaching Methods; Cooperative Learning; Interviews; Semi Structured Interviews; Student Attitudes; College Students; Collaborative Writing; Web Sites; Ethnography; Qualitative Research; Statistical Analysis; United Kingdom (Liverpool) + Suchen Sie Ihr Suchwort? Soziale Kognition; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsforschung; Pädagogische Forschung; Architektur; Informationstechnologie; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Interviewing; Interviewtechnik; Schülerverhalten; Collegestudent; Web-Design; Ethnografie; Qualitative Forschung; Statistische Analyse
Abstract	This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a master's level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation. (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