Abstract
Online education changed the interaction between the design tutor and the student by carrying them out of the physical design studio. The era of the pandemic replaced the collective hands-on-practice. Immediate surroundings became the new design studios. The students who spent their entire academic year at home behind a screen developed different skills, perspectives, and awareness in comparison to older mates. This paper questions design learning as an activity in the post-pandemic framework where new challenges of adaptation are emerging in the first-year design studios by studying 300 freshman students from five different design departments in complete mixed groups. The students are used to participate to the scholarly activities mostly individually and via computers whereas conventions call for collective act in a design studio. Such experience even enhanced their dependency to the smart phones and the internet. This paper starts with theoretical discussions on design teaching and move to a comparative analysis of the “conventional vs hybrid/online teaching” practices in the first post-pandemic year by demonstrating the new learning patterns and how to adapt to the new dynamics in the studio.
Presenters
Ali AslankanFaculty, Interior Architecture and Environmental Design, Izmir University of Economics, Izmir, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education, Teaching Strategies, Remote Teaching, Learning
