The effect of COVID-19 lockdown on design studio learning and architecture students' performance

Abstract

The first UK lockdown halted all facets of life and quickly became the greatest challenge the education system has ever faced. In order to continue teaching curriculums remote learning was promptly adopted as the emergency method as a substitute learning environment to continue teaching curriculums. Discussions surrounding the effectiveness of remote teaching emerged after the initial year of the lockdown with many studies worldwide surveying universities and student performance across all courses. Study findings claimed no change in performance however the lack of specific research and different pedagogies in architecture compared to typical lecture-based learning subjects suggests otherwise. This paper explores the adaptability of architecture in remote learning, in comparison to face-to-face, and its effect on students' academic performance. This study targeted British architecture-based students and their experience with remote learning surrounding the UK lockdowns and subsequent hybrid learning methods. The nuanced differences between architecture-based pedagogies were explored through an extensive literature review of fundamental, modern and current pedagogies. In a remote learning environment, the said pedagogies were affected, and design studio did not translate well to the remote teaching style. When surveyed, over ¾ of respondents established links between their performance and the lack of traditional face-to-face learning. There was a prevailing negative view of exclusively remote learning and a preference towards a hybrid approach. Despite this, many recognised the benefit of remote learning however only in scenarios such as lectures. Research concluded that the likely external factors, economic and digital poverty, appeared ineffectual according to respondents. Findings suggest potential damage to academic performance within architecture disciplines and in wider applied learning disciplines. Future predictions surrounding higher education see technologically based pedagogies taking precedent as the benefits surrounding hybrid learning have been discovered with its flexibility and accessibility to students and educators.

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https://creativecommons.org/licenses/by-nc/4.0/

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https://rgu-repository.worktribe.com/output/1913261