Paper Contents
Abstract
Like all other sectors, Architecture education, being largely dependent on the design studio based interactive teaching learning system, faced major challenges during the COVID-19 pandemic. To adapt with the situation, shifting to the virtual platforms was the only way of continuing academic activities. However, this transformation in the architecture education system may potentially help to adapt with the upcoming surge through the 4th industrial revolution. This study intends to critically look into how the design studio courses adapted with the covid-19 situation through virtual transformation in the context of Bangladesh and find out the advantages and shortcomings of this transformed pedagogical approach. Primary data was collected through questionnaire surveys and semi structured interviews of students and teachers of different architecture schools of Bangladesh. Thematic analysis methods were used to draw the findings from the survey data using SPSS as a tool. The study found that besides some commonly used virtual platforms like zoom, google classroom, and personalized learning management systems, specialized cloud-based platforms like Miro, Concept board etc. were very helpful for design communication and review. The study found some common advantages of the virtual transformation like software skill development, connectivity with external faculties, flexibility of place and time etc. Besides, some shortcomings were also found like gap in hands on design communication, lack in studio engagement, difficulties in perception of 3-dimensional perception of space and form etc.
Copyright
Copyright © 2024 Abdullah Al Noman . This is an open access article distributed under the Creative Commons Attribution License.
