Transformative Teaching

Abstract

The architectural design studio has a pivotal role in architectural education through simulation and project-based learning. Notwithstanding, in the wake of the pandemic, online education is taking over the conventional system. Online education has many underlying limitations, especially in imparting knowledge and obtaining information that can be analysed using VARK (Visual Audio Read/ Write Kinaesthetic) learning preferences. Moreover, the foundation year is the most significant milestone in architectural education when new students start to try and experiment for the first time with designing the human body features and movements. This research chooses two batches of the architectural foundation year Students, the intake year 2019 and 2020, in Universitas Multimedia Nusantara took on one project in the architectural studio through the online learning process. The research will conduct learning preferences to analyse architectural studios’ online learning process gap between students’ learning preferences and learning variables. Every student will take the VARK test to comprehend their learning preferences and measure the effectiveness of the learning process during the online process. The project is designing a playscape for children based on their body movements while playing outside. Therefore, learning variables for this project are comprehending and proposing children’s body movements, designing spatial and shape composition, and tactile for materiality and safety. Hence, this research uses the correlation method to analyse learning preferences and variables through online observation, VARK test, and structured interviews. After comprehending the gap in online learning, this research proposes learning strategies for online architectural design studios based on learning preferences.