Architecture Course Research Articles

Exploring student perceptions and experiences of different teaching and learning approaches in architectural history education: a comparative case study

The purpose of the current research was to investigate the perceptions and experiences of university students regarding three different teaching and learning approaches constructed as a face-to-face approach, a technology-supported traditional approach, and an e-learning approach. The researchers attempted to report the preliminary findings of student perceptions and experiences from test lectures given during an EU-funded project which utilised new approaches (i.e. a digital interactive tool and an e-learning platform) in architectural history education. Our qualitative comparative case study involved focus-group interviews with 22 students who took part in different groups for the same course over 6 weeks in the 2018–2019 academic year at a large public university in Southeastern Turkey. The same curriculum content was used for each group in the same course divided into three groups. Semi-structured interview forms were used to examine students’ perceptions and experiences about their groups to compare the pros and cons of the approaches and recommendations for the improvement of each approach. Students put great emphasis on teacher guidance, but they demanded alternative ways to enhance their learning. Timeline travel tool was regarded as a useful interactive tool to be used as a companion and supportive material in architectural history courses. It was understood that the timeline travel e-learning platform could be used as a supplementary resource, not necessarily taking over the role of an instructor. The research suggested that a blended learning approach could make more contributions to student learning.

A Project-Based Learning Approach to Teaching Computer Architecture

This article describes details of design and implementation of an upper-level (core-Tier2) computer organization and architecture course with an online hands-on component as a blended learning environment. The revised course content is based on contemporary pedagogical approaches: blended learning,

Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests in a Large Undergraduate Class

Unlike design studio, preparatory modules in the undergraduate Architecture course typically have a high student–teacher ratio and are conducted in a traditional lecture setting. By nature, lecture setting hinders engagement and reduces motivation, eventually lowering student learning outcomes. This study aimed to increase engagement with the content, lecturer, and among peers in a traditional lecture and consequently improve higher cognitive learning outcomes. Wi-Fi-enabled devices as clickers were used in all lectures to implement “pause and recall” with ConcepTests to increase participation and interaction. Lectures were paused every 15–20 min, and students were asked questions of higher cognitive order that required them to apply the concepts covered in an online platform that acted as clickers. For this quasi-non-experimental mixed-method study, 79 students’ approach to learning before and after the intervention, perception of using clickers, and learning outcomes were measured for a preparatory module, Environmental Systems in the undergraduate Architecture program. Learning outcomes were measured at various cognitive levels based on Bloom’s taxonomy. Students’ deep approach to learning increased at the end of the semester (Cohan’s d = 0.277 and 0.216 for deep motive and strategy, respectively). Students generally have a positive perception and those who showed a positive attitude towards using clickers achieved better scores at higher cognitive questions in the final test (rs = 0.359, p = 0.001). Students with a deep strategy approach to learning reflected increased self-evaluation (rs = 0.275, p = 0.022) and study behavior (rs = 0.263, p = 0.029) to use clickers. Clickers used to pose ‘ConcepTest’ questions to execute “pause and recall” in a large lecture class had a positive impact on student performance. Semi-structural interviews were performed to further explain the findings. Results were consistent with the generative theory of learning. The timing and design of clicker questions followed by a discussion were particularly beneficial in improving critical thinking among students.

What Works in the Architecture Studio? Five Strategies for Optimising Student Learning

AbstractGood teaching requires pedagogical dynamism: a willingness to vary one’s teaching approach relative to the context (and cohort) at hand, and to any new challenges that may arise from that context. This requires that teachers obtain a broad knowledge of teaching strategies and tactics. Given the demands of contemporary higher education, finding the time to obtain this knowledge can pose a challenge to full‐time academics. This is exacerbated in the case of part‐time and practitioner‐teachers who often work in varying degrees of isolation from the communities of learning to which they contribute. An analysis of the teaching practices of eight high‐performing practitioner‐teachers, alongside data obtained from 74 students, within a master’s‐level architectural course at a large Australian university, has been used to delineate five strategies for optimising student learning within the architecture studio. These include: setting up a challenge that clearly articulates the role of the student within it; early and frequent assessment tasks to assist students in rapid skill development and reflective practice; communicating clear expectations around performance; facilitating a strong peer culture; and enhancing motivation via high expectations. This article details the tactics by which these strategies can be achieved. This article delivers directly applicable advice for architectural educators, but it also provides practical insight into the specifics of architectural teaching that may assist educators working in other disciplines.

From Thesis to Teaching: The Practice of Using Rocks in Architecture and the Challenge of "Making it Different"

About 20 years ago, the lack of knowledge of the Brazilian architects about the use of rocks as natural materials was being commented which may have contributed to the problems of the stone coatings of buildings in several cities, compromising their original features and the beauty of many works. Professionals did not seek technological data on rocks and students were not instructed on such subjects in classrooms. The choice of these materials was supposedly empirical. Between 2010 and 2012 it was possible to obtain access to information about the contents of materials teaching in the architecture courses of Brazil, and also to inquire whether or not there was knowledge by architects active in the market on the subject, interviewing 64 professionals in 13 states from the country. The architects would be authors of architectural projects of large buildings and responsible for the materials specifications. Conclusion: there is no teaching directed to the use of rocks in Architecture in the country courses and architects never learned formally about such subject, fact that justified in a doctorate thesis proposal, the creation of the first discipline on the subject in the Course of Architecture and Urbanism of the Federal University of Pernambuco, UFPE, Brazil.

The Open Spaces Systems in Santa Cruz, Rio de Janeiro

This paper is presenting the results of conceptual reflections and methodological studies based on the theoretical scope that guided the Landscape Architecture course of the Graduate Course in Architecture, Faculty of Architecture and Urbanism. Whose focus of analysis and research guides the study of the urban landscape considering the relations between its public spaces, uses and morphological aspect. It presents the transformations of the landscape in the region of Santa Cruz. Santa Cruz, despite being one of the most populous neighborhoods, retains little housing density due to its large dimension. The region is a complex system of residual open spaces, large housing complexes, an important industrial zone, cluster areas under military control, and discontinuous land strips separated by heavy road boundaries. The neighborhood of Paciência was the focus of this investigation, in order to observe the context of the public spaces in the regional scope, Paciência and Santa Cruz are the neighborhood in the center of our debate. The methodology consists in the apprehension of a theoretical foundation to define concepts of Territory, Landscape and open spaces systems that are developed during the course. The use of research methods makes it possible to determine its urban evolution and landscape transformation. Also it’s possible to understand urban expansion From these study it is possible to identify important elements for local history and identity, as well as to better understand the dynamics that govern the occupation of the public spaces and how the remaining open spaces are being used by the local population.

CPU implementation using only logisim simulator to achieve computer architecture learning outcome

This paper proposes the design, implementation, and evaluation of an 8-bit CPU architecture in computer organization and architecture (COA) course for Undergraduate Computer Engineering using only Logisim simulator. The main advantage of using one simulator is the elimination of inefficiency so that students can concentrate more on the course’s content without spending their time just to learn how to use each different type of simulators. To achieve that, a simple CPU architecture is pre-designed and be implemented in Logisim simulator. According to previous researches, Mic-1 CPU architecture is chosen because it is the simplest one and can be easily built using many simple logic gates already existed in the Logisim. To evaluate the desired outcome, students are separated into two different groups. Each group used different type of learning media and material and then their examination scores and satisfaction are compared to each other. Every student belongs to the group that only used Logisim simulator obtained higher score and more than 50% are satisfied with the new learning process and material. Thus, it envisaged that this method will made the delivering learning process in COA course be more efficient than what has happened so far.

Pensar e Agir sobre o Patrimônio Moderno

A formação e capacitação profissional para pensar e agir sobre/na preservação do patrimônio cultural moderno constitui uma atividade relativamente nova, se comparada àquela associada à prática preservacionista dita tradicional. No contexto brasileiro, as primeiras inserções do conteúdo patrimonial nos cursos de arquitetura e urbanismo se dão nos anos setenta do século XX. Na capital nacional, a Universidade de Brasília – UnB, passa a oferecer no segundo semestre de 2002, como disciplina obrigatória do Curso de Arquitetura e Urbanismo da Faculdade de Arquitetura e Urbanismo, Técnicas Retrospectivas – PROAU8 voltada para o projetar no construído. A chegada do tema da preservação, de uma maneira geral e, particularmente, do moderno, no Programa de Pós-Graduação da Faculdade de Arquitetura e Urbanismo da Universidade de Brasília, é recente: 2017. Estudos Especiais em Teoria, Histórica e Crítica – Pensar e Agir sobre o Patrimônio Moderno constitui uma das duas disciplinas que, desde então, vêm sendo ofertadas na Linha de Patrimônio Cultural. E é sobre ela que versa o artigo. Trata-se de partilhar e abrir ao debate a experiência da formação para o patrimônio levada a cabo pela disciplina. Para tanto, o trabalho se estrutura em dois momentos principais. O primeiro apresenta a disciplina de maneira geral. O segundo, traz à tona temas abordados pelos alunos, revelando como resultado as tendências das perspectivas de se pensar a preservação do moderno

Near Zero-Energy Buildings in Lebanon: The Use of Emerging Technologies and Passive Architecture

Architecture always aims to find solutions for problems around the world. One of the major trends at present relates to energy consumption and climate change. Construction is responsible for 18% of CO2 emissions. However, continuing to use fuel as a main source of energy consumption for economic reasons, as it is the cheapest raw material and most easily available material for most of the Arab countries, results in a negative environmental impact on the quality of life in these countries. This paper investigates a new design concept and decision-supporting tools for zero-energy buildings. Based on critical thinking as a new mechanism to create a hierarchy of designing a building, the research presents the experience of the author in teaching architecture courses for postgraduates for five years (ARCH 662: Architecture Design and Decision-Supporting Tools and Arch 663: Advanced Sustainable Architecture). The result of this research could be new methodologies that help and guide the architect in creating more zero-energy buildings in their countries. In addition, the spread of knowledge in the future generation of architects in architecture schools will mean that new designers believe in protecting and taking care of their environment, which will increase awareness of environmental issues and improve the quality of life in these countries.

Evaluating a workforce development programme: bringing public health into architecture education in England

ABSTRACT Architects can play a key role in the wider public health workforce, in ensuring building and urban design is health promoting. However, there is no requirement to teach health by architectural accreditation bodies across Europe. To evaluate the long-term individual and organisational impacts of the Public Health Practitioner in Residence (PHPiR) programme – an educational initiative in a British university to help realise the architecture profession’s potential to contribute to improved population health. A longitudinal mixed-methods evaluation using the RE-AIM framework. Data were collected using questionnaires, a focus group, interviews, and programme documentation from a Bachelor of Architecture cohort and stakeholders from 2011 to 2019. Participants developed a broad understanding of the determinants of health, which was maintained when qualified architects. The programme became integrated into the university curriculum. Numerous facilitators and barriers affected the participants’ ability to create healthier buildings in practice. The positive results from this evaluation suggest that there is value in exploring how the PHPiR approach could be replicated in architecture courses within other higher education institutions. Findings highlight barriers in practice to be addressed in the future to help enable architects to create healthier buildings and places.

The Acceptance Factors and Effectiveness of MOOC in the Blended Learning of Computer Architecture and Organization Course

Purpose of the study: This study examined the effectiveness of MOOC in the blended learning of Computer Architecture and Organization course based on the integration of online learning using MOOC and face-to-face learning. Specifically, the aim of the study was to identify factors that could influence student acceptance of MOOC in terms of immersion (IM) and intention to use (BIU) based on the HMSAM. Methodology: Quantitative approach through pre-test/post-test control group design was implemented in this study. Simple random sampling was carried out to recruit the study sample comprising 168 undergraduates from a population of 298 students. Pearson correlation analysis, ANOVA and multiple regression analysis were performed on the survey data collected using online questionnaire. Main Findings: Joy, control, perceived usefulness (PU) and curiosity were significantly correlated with IM while PU, joy and curiosity were significantly correlated with BIU. Control, PU, joy and curiosity were significant predictors of student acceptance in terms of IM and BIU. 33% of IM variances and 22% of BIU variances can be predicted by control, PU, joy and curiosity. Applications of this study: This study is useful in educational technology area where it shows that MOOC is a potent platform for blended learning, but its effectiveness relies on appropriate division of learning between online and face-to-face mode. Therefore the study on teaching and learning strategies, techniques and tools are widely open in order to improve the effectiveness of blended learning in the future. Novelty/Originality of this study: The finding suggests that the proportion of learning based on online and face-to-face mode should be carefully apportioned where the effectiveness of MOOC in the blended learning was significantly lower if it was used up to 71% and the effectiveness will be increased if only 29% of MOOC was used in the non-blended learning.

Interactive design and architecture by using virtual reality, augmented reality, and 3D printing

New methods of teaching architectural design consider the elements of religion, spirituality, modernism, history and other cultural factors to address the physical, spatial and emotional needs of society. This article presents an educational training that emphasises on these critical elements. This paper describes a basic design course taught to second-semester students in the design and architecture course using virtual reality (VR), augmented reality (AR), and 3D printing to incorporate inner sensations and feelings of a human being in the designs. Applied techniques have transformed the classrooms into interactive spaces where the professors use strategies requiring the participants to work together to achieve the objectives of the course. Acquiring skills to create two-dimensional (2D) and three-dimensional (3D) representations facilitated the final products that meet the needs of the users in multitude of manners. The results of this project demonstrated an increase in spatial visualisation, analysis, and critical thinking among the students. Additionally, 100% of the students showed high level of satisfaction with the course and the experience of using these technological tools in the design and architecture course.

WepSIM: An Online Interactive Educational Simulator Integrating Microdesign, Microprogramming, and Assembly Language Programming

Our educational project has three primary goals. First, we want to provide a robust vision of how hardware and software interplay, by integrating the design of an instruction set (through microprogramming) and using that instruction set for assembly programming. Second, we wish to offer a versatile and interactive tool where the previous integrated vision could be tested. The tool we have developed to achieve this is called WepSIM and it provides the view of an elemental processor together with a microprogrammed subset of the MIPS instruction set. In addition, WepSIM is flexible enough to be adapted to other instruction sets or hardware components (e.g., ARM or x86). Third, we want to extend the activities of our university courses, labs, and lectures (fixed hours in a fixed place), so that students may learn by using their mobile device at any location, and at any time during the day. This paper presents how WepSIM has improved the teaching of Computer Architecture courses by empowering students with a more dynamic and guided learning process. In this paper, we show the results obtained during the experience of using the simulator in the Computer Structure course of the Bachelor's Degree in Computer Science and Engineering, University Carlos III of Madrid.

Técnicas para la Enseñanza de Desarrollo de Software en Alumnos de Educación Superior

Undergraduate level education has become more complex, due to the environments where the undergraduate students have grown, they develop several kinds of learning styles, generating heterogeneous groups. Software development teaching is very difficult because of that, specifically, it becomes complex because not everyone has the same skills. The study was developed at the Polytechnic University of Pachuca, analyzing the results in two groups of students of the Service Oriented Architecture course. It consisted in the organization and monitoring of software development projects, different techniques were implemented, such as: the software development methodology, project administration formats, learning style diagnosys, based on the application of Neurolinguistic Programming Instruments (NLP) to students of third year. The time invested by each student with respect to the total time ratio of the development team, is a key factor to be considered during project assignment and assessment. It’s shown the results of the application of differents teaching techniques during the learning process.

Architecture Description Language – Systematic Literature Review

increase numbers and complexity of software development requires that learners of software engineering and software architecture or software architects who do not have sufficient practical experience must have the skills and abilities to perform their jobs. But there is a gap between academia and practical so the question why does not use one of the architecture description languages in teaching and learn software engineering and software architecture to fill this gap? The objective of this study to classification ADLs according to their domain, domain specific or general purpose languages, doing these systematic literature review flowing the steps from Ketchenham. As the result we find that most ADLs are Domain Specific ADLs (Aviation Systems, Distribution Systems, Mobile Systems, Product Lines …etc. ) none of these ADLs is used in the field of software architecture education, but most intended to deal with experts in the field, except general purpose ADLs, like ACME, which we make as start point to design Arabic ADL, so as to enrich Arabic content, also to be as helping language in teaching Software Architecture course, because most of ADLs need experience and high level of understanding to use, moreover, when student think and design with same language subject more understandable. So using software architecture description languages in educating purpose, help on understanding high level of abstraction of software architecture and software engineering courses, there are some studies that aimed to reduce the complexity of these courses using different methodologies and approaches, but none of them using architecture description languages as helping tool. So the use of architecture description languages is helpful in teaching software architecture and software engineering courses.

BIM no ensino de tecnologia da construção

A indústria da construção civil brasileira passa por uma fase de transição do modelo tradicional de projeto em Computer Aided Design (CAD) para o projeto mediado pela Modelagem da Informação da Construção (Building Information Modeling - BIM). Com isso, há um encadeamento natural de adequação dos profissionais à nova metodologia de trabalho e, consequentemente, surge a necessidade de capacitá-los. Por isso, cursos de Arquitetura e Urbanismo do Brasil estão alterando suas grades curriculares para implementar o ensino de BIM. Contudo, não tem sido discutida as alternativas de emprego do BIM na exposição dos conteúdos próprios à formação em Tecnologia da Construção. Dessa forma, o presente artigo possui o objetivo de apresentar possibilidades de uso do BIM no ensino de tecnologia da construção em curso de graduação de Arquitetura e Urbanismo a partir de um estudo de caso. Esse estudo apresenta resultados parciais de uma pesquisa de mestrado e utiliza como procedimentos metodológicos a pesquisa bibliográfica, documental e estudo de caso. Os resultados apontaram um grande potencial de utilização do BIM no ensino de tecnologia da construção, bem como em outras áreas do curso de arquitetura e urbanismo sem necessidade de alteração curricular. Por fim, esse estudo evidencia as mudanças que podem ocorrer na sala de aula se o docente se apropriar das ferramentas digitais existentes e se a instituição e a coordenação apoiarem essa proposta.

Education 4.0: The Impact of Computer Architecture and Organization Course on Students’ Computer Anxiety and Computer Self-Efficacy

Education 4.0: The Impact of Computer Architecture and Organization Course on Students’ Computer Anxiety and Computer Self-Efficacy

Influence of Cults of the Sun and the Earth on Planning and Volumetric Solution of Earth and Stone Sacral Structures of 5th–3rd Millennium BC

One of the most characteristic features of the religious life of the 5th — 3rd millennium BC was the widespread construction of sacred earth and stone structures, the main purpose of which was to “connect” Mother Earth to the energy potential of space objects, especially the Sun. The mutual influence of the cults of the Sun and the Earth on the formation of the architectural image of sacred structures is an issue that has not been addressed in art criticism yet. Its solution is associated with another problem, rising in the scientific literature of the last decades and concerns the reflection of the leading religious-worldview ideas of a certain historical period in the characteristics of the dominant zodiacal signs at that time, under which a point of vernal equinox was during 2150 years.The aim of the article is to trace the influence of religious-worldview factors on architecture of the sacral structures of the 5th — 3rd millennium BC and to investigate whether the main cults of the Sun and Earth are displayed in the characteristics of the dominant zodiac signs of the Taurus (4 300–2 150 BC) and Aries (2150 BC — beg. is.).Research methodology. The methods of analysis, comparison and genera-lization are used.Results. As a result of the analysis of earth and stone sacral structures 5th — 3rd millennium BC it turned out that the basis of their construction was laid in two modules: in the form of a rectangle (symbol of the Earth) and a circle (the symbol of the Sun), which was conditioned by the domination of these cults. At an earlier stage of construction (5th — beginning of 3rd millennium BC) rectangular forms (long burial mounds) prevailed, which due to the domination of the cult of the Earth in connection with the spread of agriculture. Since the third millennium BC the module of the circle dominates, which is conditioned by the strengthening of the cult of the sun due to the development of astronomy and observation of the annual motion of the Sun and the movement of the sunrise point on the day of the vernal equinox. The leading cults of the Sun and Earth were reflected in the characteristics of the dominant zodiac signs at that time: the Taurus, which is considered an earth element sign and the symbol of the planet Earth, and Aries, which is considered a fire element sign, and the planet of its exaltation — the Sun.Conclusions. The obtained results indicate that the significant role of religious beliefs become the decisive factor in the formation of plans and volumes of religious structures of the 5th — 3rd millennium BC, as well as in determining the names and characteristics of the dominant in those time zodiacal constellations, in which the sun rises on the day of the vernal equinox.Novelty. An attempt is made to trace the effect of the cults of the sun and the earth on the construction of sacral structures of the 5th — 3rd millennium BC, as well as the reflection of the main religious-worldview ideas in the characteristics of the dominant zodiac signs of the time.The practical significance. The research can be used for the courses in architecture and art history, as well as for further research in this area of focus.

Indústria do Couro na "Roliúde Nordestina"

Este artigo tem como objeto de estudo, o patrimônio industrial do couro e o acervo de Design Vernacular do artesanato local da cidade de Cabaceiras, mais conhecida como “Roliúde Nordestina”, localizada na microrregião do cariri oriental paraibano, situada a 420 m de altitude na Serra da Borborema, à 183 km da capital do estado, João Pessoa e com um clima desértico. A cidade possui um rico acervo de sobrados preservados do século XIX, onde funcionam vários museus. É reconhecida por seu rico artesanato em couro caprino e curtimento do couro, sendo este mais um atrativo turístico e cultural. Através de investigações realizadas pelo grupo de pesquisa Arquitetura e Lugar, vinculado ao curso de graduação em arquitetura e urbanismo da UFCG e cadastrado no CNPq, o objetivo do artigo é resgatar o acervo industrial do couro, observando-se o que colaborou na construção dessa tradição centenária, assim como a relação que existe entre a fabricação da matéria-prima (industrial), com a produção do artesanato em couro e consequentemente com a cidade, revelando sua identidade cultural. Justifica-se a apresentação deste trabalho pelo ineditismo do tema tradado sobre o patrimônio industrial de Cabaceiras, podendo-se encaixar numa discussão categórica de paisagem cultural.

Architecture graduate work readiness: The gap between learning and employability.

The study investigates and compares the experience and expectation of employers and graduates on architecture graduate work readiness in relation to employability skills using a quantitative method. A total of 141 graduates and 85 employers completed a set of survey measuring the same variables but from different perspectives. The collected data was analyzed using SPSS v 25. Study findings show that perception of employers and graduates are similar on the architectural course and how it trains the graduates for practice. However there is a small gap in the perception graduates work readiness; architectural course curriculum, and graduates’ practical skills. The results revealed that the graduates confidence level in their work readiness is moderate (M = 3.42., SD = 0.843), concurring with the employers who reported that graduate are not entirely ready (M = 3.62., SD = 0.648). However, the employers’ score employability skills is lower than the graduates’ score, especially in areas such as knowledge of Uniform Building By-Law (UBBL) requirements and sustainable approaches (RK) (M=3.29, SD=0.881) and CTS (M = 3.41, SD=0.837). Thus, the study suggests opportunities in current learning in architectural course to be transformed using “work based learning” to enhance the graduates employability skills.