Virtual classroom for learning the architectural design process
DOI:
https://doi.org/10.21556/edutec.2021.78.2139Keywords:
virtual classroom, classroom design, instructional design, architectural education, higher educationAbstract
The design of a virtual classroom was planned for architectural design process learning based on three fundamental aspects: (1) profile students' (learning styles, architectural design competencies and digital skills), (2) instructional design, y (3) assessment of instructional design once the classroom is built. The research was quantitative, descriptive in scope and non-experimental. The intentional samples corresponded to 110 architecture students' enrolled in Projects III, academic period 2019-3 and 5 experts in: instructional design, evaluation and curriculum. The results obtained were: (1) profile students', A) learning styles, Sensitive (63%) Intuitive (37%), Visual (97%) Verbal (3%), Active (71%) Reflective (29%), Sequential (66%) Global (34%); B) Digital skills and skills level, High (78.70%), Medium (18.00%) and Low (3.30%); and C) Competencies and skills in the architectural design process, conceptuals (80.2%) and procedurals (24%). (2) The Instructional design was based on Merril (2012), ADDIE, and Dick, Carey and Carey (2015). (3) The findings of the instructional design assessment indicated that the virtual classroom brings together quality in: clarity of information (93%), promotes thoughtful practice (90%), informative feedback (73%) and promotes student motivation (100%).
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