A blended model of interior design studio practice due to COVID-19 [version 1; peer review: 1 approved with reservations]

• Published in: F1000 research Vol. 12; p. 411
• Main Author: Assali, Imad
• Format: Journal Article
• Language: English
• Published: England F1000 Research Ltd 2023
• Subjects: Blended learning; COVID-19; Curriculum; E-learning; eng; Humans; Interior Design and Furnishings; Learning - physiology; Moodle; Students; Virtual Design Studio (VDS); Virtual learning environments (VLSs); COVID-19; E-learning; Face-to-Face learning; Blended learning; Moodle; MS Teams; Virtual learning environments (VLSs); Virtual Design Studio (VDS)
• ISSN: 2046-1402; 2046-1402
• DOI: 10.12688/f1000research.128478.1

Background: The coronavirus disease 2019 (COVID-19) pandemic upended the educational system around the globe. During this challenging period, universities and colleges looked for other effective alternative methods of learning, such as Virtual Learning Environments (VL). Besides, Ahlia University has implemented E-learning in response to COVID-19. There needs to be more attention given to the challenges associated with technology adoption facing interior design and architecture programs, where over 60% of courses are practical, especially design studios, which form the core of the curriculum. According to a review of the relevant literature, there needs to be more research on blended learning in interior design and architecture. In order to enhance the teaching and learning of interior design and architecture, further research is required to combine cutting-edge techniques and technology. The aim of this study was to review the classroom materials for Ahlia University's interior design studio. Methods: After completing the INTD 212, INTD 216, INTD 311, and INTD 404 studios in mid-March 2022, a short Qualtrics poll was done to assess the difficulties of e-learning and offer potential consequences. Results: Though students were conveniently attending courses online, there was not much discussion and interaction like in the face-to-face model. Blended teaching in design studio courses offered many benefits. The results showed that blended design studios achieved pedagogical results as students developed their knowledge.   Conclusions: Based on the findings, this research concludes that teaching and learning should be shifted from face-to-face and online learning to the best practice of a blended format.