A Blended Learning Approach to the Teaching of Professional Practice in Architecture

Autor/inn/en	Lane, Murray; Osborne, Lindy; Crowther, Philip
Titel	A Blended Learning Approach to the Teaching of Professional Practice in Architecture
Quelle	In: Education Sciences, 5 (2015) 2, S.166-178 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Blended Learning; Architecture; Architectural Education; Masters Programs; Graduate Students; Foreign Countries; Student Attitudes; Online Courses; Electronic Learning; Student Surveys; Questionnaires; Likert Scales; Statistical Analysis; Technology Uses in Education; Professional Education; Australia + Suchen Sie Ihr Suchwort? Architektur; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Schülerverhalten; Online course; Online-Kurs; Schülerbefragung; Fragebogen; Likert-Skala; Statistische Analyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Berufsausbildung; Australien
Abstract	This paper reports on a number of blended learning activities conducted in two subjects of a Master of Architecture degree at a major Australian university. The subjects were related to "professional practice" and as such represent a little researched area of architectural curriculum. The research provides some insight into the student perceptions of learning opportunity and engagement associated with on-line delivery modes. Students from these two subjects were surveyed for their perceptions about the opportunity for learning afforded by the on-line components, and also for their perceived level of engagement. Responses to these perceptions of traditional and on-line modes of delivery are compared and analysed for significant differences. While students were generally positive in response to the learning experiences, analysis of the results shows that students found the traditional modes to assist in their learning significantly more than on-line modes. Students were neutral regarding the opportunity for engagement that on-line modes provided. Analysis of the students' gender, age and hours of paid work was also conducted to ascertain any relationship with attitudes to the flexibility of on-line delivery; no significant relationship was detected. This study has shown that students were generally resistant to on-line engagement opportunities and their ability to support learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01