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.
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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