Pedagogy 2025

Abstract

This research introduces Situated Flipped Learning (SFL) as a context-driven, emerging pedagogy that integrates asynchronous learning with site-based experiential practices in architectural design education. Drawing on multi-year studios across Anatolian regions from Harran to Çanakkale, SFL reimagines the design studio as both temporally distributed and spatially situated. Rooted in Situated Learning Theory, which views knowledge as socially constructed and context-dependent, SFL aligns with contemporary studio pedagogy emphasizing creativity, reflection, and collaboration. Departing from conventional formats by incorparating asynchronous digital and analog materials—lectures, seminars, workshops, contextual atlases, and curated readings—to support students’ preparatory engagement with site and design themes. In-person activities then focus on on-site immersion, critical mapping, narrative construction, and performative design. Grounded in five long-format studios, Brutum Heroica (Çanakkale), Minima Architecturas (Sinop), meMOORy (Konya), Co-Healing (Eskişehir), and Place.Memory_Harran (Şanlıurfa), this study demonstrates how theoretical and site-specific experiences jointly cultivate embodied and critical learning. Using a qualitative, multi-case methodology, the research analyzes student work, instructor reflections, and peer collaboration through the lenses of studio theory, embodied learning, and post-digital pedagogy. Findings indicate that SFL enhances spatial awareness, theoretical depth, and collaborative engagement, while repositioning instructors as mediators. Despite challenges like logistics and access, SFL offers a flexible, transferable model. Ultimately, SFL emerges as both an innovative pedagogical approach and a response to the growing need for care-driven, site-sensitive, and memory-informed learning. It supports students in cultivating spatial empathy, critical thinking, and a stronger sense of place by engaging with and through the terrain.