Abstract
This study aims to synthesize the existing fragmented findings on Blended Learning (BL) in the design studio context within design education and identify existing problems to propose research agendas. A total of 26 studies published between 2006 and 2024 in the Web of Science (WoS) database were selected through a rigorous two-round screening process involving inclusion-exclusion criteria and quality assessment. Theories-Contexts-Characteristics-Methods (TCCM) framework was employed to provide a comprehensive understanding of BL in design education in terms of theories, contexts, characteristics, and methods. Besides, common types of instructional practices include knowledge acquisition, diagnosis and critique, practical and professional, and idea exchange. While BL offers flexibility, accessibility, and openness to benefit studio instruction, it also challenges students’ and instructors’ traditional behavioral patterns in many aspects. Students’ perceptions of this learning environment are shaped by technological, instructional, and learner-related attributes. Identified existing problems imply that future research should (a) emphasize theoretical foundations, especially educational technology adoption theories; (b) incorporate the perspectives of instructors and administrators; (c) investigate students’ perceptions of pre-determined BL in the post-pandemic era; and (d) apply various research design including quantitative explanatory and experimental design and comparative study design.
Published Version
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