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.
Highlights
This paper presents the findings from a research study that investigated student reported perceptions of their learning and levels of engagement in two “professional practice” subjects undertaken by postgraduate architecture students in a large Australian university
In essence, are students learning through, and engaging with, on-line delivery differently from traditional modes of delivery? In particular, the study seeks to question if students found on-line delivery more or less engaging than traditional delivery, and if they found on-line delivery assisted them in their learning more than traditional delivery
Before reporting on the survey findings we firstly present analysis of the subjects’ content in order to categorise activities of traditional and on-line learning; and to categorise the media forms using the work of Diana Laurillard [14]
Summary
This paper presents the findings from a research study that investigated student reported perceptions of their learning and levels of engagement in two “professional practice” subjects undertaken by postgraduate architecture students in a large Australian university. The paper presents an overview of the literature in the areas of transformative higher education, the history of architectural education, modes of delivery, and on-line learning. It uses this understanding to categorise a number of modes of delivery and their media forms in order to better explore the specifics of the two subjects under investigation here. The methodology of the research is discussed; in which students were surveyed for their perceptions of engagement and learning.
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