Abstract
Planning studios, through learning by doing, introduce students to relevant practical skills. The problem is that not all students, especially in the first-year, spend the required time on task, so they fall behind and fail to catch up. The article is based on the Community of Inquiry framework and proposes an online assessment to ensure that teaching, social, and cognitive elements are present when there is no face-to-face contact between the teaching team and students. The article follows a planning cohort across their first two studios that adopted the online assessment, and it provides an opportunity to evaluate the impact on the first-year experience.
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