A Holistic Blended Design Studio Model: a Basis for Exploring and Expanding Learning Opportunities

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Saghafi, M.R., Franz, J. & Crowther, P. (2012). A Holistic Blended Design Studio Model: a Basis for Exploring and Expanding Learning Opportunities. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 844-852). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39678.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Mahmoud Reza Saghafi, Jill Franz, Phil Crowther, Queensland University of Technology, Australia

Abstract

While the studio environment has been promoted as an ideal educational setting for project-based disciplines, few qualitative studies have been undertaken in a comprehensive way (Bose, 2007). This study responds to this need by adopting Grounded Theory methodology in a qualitative comparative approach. The research aims to explore the limitations and benefits of a face-to-face (f2f) design studio as well as a virtual design studio (VDS) as experienced by architecture students and educators at an Australian university in order to find the optimal combination for a blended environment to maximize learning. The main outcome is a holistic multidimensional blended model being sufficiently flexible to adapt to various setting, in the process, facilitating constructivist learning through self-determination, self-management, and personalization of the learning environment.

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