Abstract
The target of Education for Sustainable Development is to make people creative and lifelong learners. Over the past years, architectural education has faced challenges of embedding innovation and creativity into its programs. That calls the graduates to be more skilled in the human dimensions of professional practice. So, architectural education has a great role in developing students’ skills and attitudes needed for professional practice and in fostering continued learning throughout the lifetime. Architectural education that establishes a base for lifelong learning is the best way to face global challenges of the 21st century. More effective methods are needed in introducing lecture-based courses in architectural education to meet the 21st century proper skills. Lecture-based courses are often associated with teacher-centered method that inhibits the possibility to apply such skills. This paper suggests applying the concept of Flipped Learning that stands on active learning and its related pedagogy; Problem-Based Learning. The paper aims to; 1) draw a clear vision of flipped learning relying on its pillars; pedagogy, technology, and space, 2) investigate the challenges face such concept and the opportunities, 3) explore the mechanism of the Problem-Based Learning pedagogy, 4) review the previous promulgated literature of applying PBL within the framework of FL on LBCs in the architectural curriculum, and 5) apply Problem-Based Learning pedagogy on Lighting and Acoustics as a lecture-based course. The paper concludes by; establishing a conceptual approach for the flipped classroom environment, and devising a proposal of Lighting and Acoustics course in a framework of Problem-Based Learning pedagogy.
Highlights
This goal, is inhibited by the fact that many architectural courses have traditionally been delivered as lecture-based courses (LBCs), which are often associated with teacher-based methods that inhibit the possibility of applying these 21st-century skills
Human infrastructure includes establishing the concept of flipped learning (FL) among faculty members and providing them with an adequate background on its related pedagogies
Applying such pedagogies implies the conscious design of related real-world problems and proper student assessment methods
Summary
The United Nations’ “education for sustainable development” (ESD) initiative is grounded in the 21st-century skills of initiative-taking, critical thinking, team-work, creativity, and self-direction. Establishing the basis for lifelong learning is the best way for architectural education to face the global challenges of the 21st-century (ACSA) This goal, is inhibited by the fact that many architectural courses have traditionally been delivered as lecture-based courses (LBCs), which are often associated with teacher-based methods that inhibit the possibility of applying these 21st-century skills. TCL may be economically effective when teaching a large number of students in a relatively short time period; students in this setting do not benefit from the possibility of developing sophisticated critical thinking skills. Rather, they listen, memorize, and repeat the delivered knowledge In FL, the lecture is moved outside the classroom and replaced in the classroom by activities, permitting active learning
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