Examining the Effect of Learning Environment on Student Behaviour Through Comparison of Face-To and Online Design Studio

Abstract

Covid-19 pandemic has affected the field of education, and transition to the distance learning has led to changes in the learning environment and pedagogical transformations. In this process, design studios, which are the basis of architectural education, were also maintained on online platforms. The aim of this study is to investigate the effect of the rapid learning environment change in the architectural design studio due to the Covid-19 pandemic on student behaviour. Examining students’ holistic perspectives and behaviours based on their experience in face- to-face design studios and online design studios, this research attempts to reveal the potential and challenges of face-to-face and online studios. In this study, students’ behavioural changes regarding face-to-face studio and online studio were measured using the survey method, and these two learning environments were interpreted over six themes (peer learning, socially mediated learning, self-efficacy, self-regulation, motivation, and communication with the instructor) by using the survey results, the course structure and the theoretical framework. The findings reveal that change in the learning environment affects student behaviour and that face-to-face design studios and online design studios have different potentials and limitations. In addition, the course structure of the face-to-face studio and online studio, the tools and methods used in learning, the way of communication and collaboration vary depending on the structure of the learning environment. This study reveals that the face-to-face design studio is a learning environment where the social structure of the studio is developed, peer learning is supported, and methods such as physical model and hand-sketching are used as well as digital tools during communication with the instructor. It shows that the most important potentials of the online studio are that it offers a flexible learning environment, does not have time and place restrictions, allows for cross-cultural and inter-institutional collaboration, and supports self-study. As a result, the research shows that online studio experiences gained during the pandemic period can offer the opportunity to create blended learning environments by adding online features to the traditional face-to-face studio.