Approaches to the use of blended learning in teaching tectonics of design to architecture/design and architectural engineering students

Abstract

The introduction of online components into traditional face-to-face tertiary learning environments is commonplace to develop what is termed as an integrated blended learning environment. This research uses case study methodology to report on the introduction of blended learning for architecture and architectural engineering students in a construction and design subject that had predominantly been taught face to face. Using quantitative and qualitative measures of engagement, it evaluates the relationship between what students do to learn and their learning outcomes. This study finds that students who refrain from engagement in the blended online environment do not prosper academically; conversely, there is no loss of academic conceptualization when face-to-face teaching is replaced by other forms of engagement. Clarifying subject information, balancing independent and group learning, making staff expectations clear and providing adequate feedback are recommended for the adoption of blended learning in similar subjects.