Application of Blended Learning through Practical Project-based Instruction: Opportunities and Constraints

Abstract

The aim of this paper is to highlight the application of BL (Blended Learning) in practical courses in the architecture program in COVID-19 time. Physical Environment course is a theoretical module in the first year of the undergraduate architecture program. Despite the course write in the theoretical structure, it was proposed to reorient the course into mixed methods with practical activities through online researching, site visiting, and reporting. The methodology was designed in a qualitative method with the application of case study, structured observation, content analysis, graphical analysis, and interpretation techniques. Data were combined from 40 students who were divided into 10 groups of 4 students to discover the application of BL in a practical and project-based activity. The findings of the research identified that the students face limitation to access the research engines and scientific sources to collect the sources for exercises. A half part of the group did plagiarism in the citation and referencing of the reports. The students present more accurate data in the site visiting and practical activities than the theoretical part. In conclusion, the application of BL requires sufficient infrastructure for access to online materials through institutions. Application of practical BL helps the students to personalize and specialize the learning process through their own design of the report and exercises that more effective for delivery of course. Despite the BL implements just in the activity and course levels by staff and students, BL mode requires to set up in both program and institutional levels to achieve the results.