Education technology -Engineering training
B. Motiei
Abstract
Background and Objectives: Teaching basic courses is of utmost importance in architecture and the proper teaching of these courses would guide architecture novices toward better learning and creative designing in architectural design courses. An inconsistency is observable among professors teaching the ...
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Background and Objectives: Teaching basic courses is of utmost importance in architecture and the proper teaching of these courses would guide architecture novices toward better learning and creative designing in architectural design courses. An inconsistency is observable among professors teaching the basic skills of architecture due to the different teaching methods and the changes made in the architecture bachelor's degree syllabus as well as the basic course differentiation. Considering the significance of the drawing course in the architectural engineering, it is required to investigate the effect of blended and differentiated instructions on the quality of teaching this topic. Motivation is one of the common concepts in educational issues. When problems, such as academic failure, occur in the educational system, the learner's motivation is mentioned as one of the major causes. The main objective of this research was to investigate the effect of blended education and differentiated instruction on teaching drawing skills and improving architecture students' academic motivation. The questions of the present research included: which of the blended education and differentiated instructions has more effect on improving the drawing skills of architecture students? And which of these two instructions has a greater effect on improving the architecture students' academic motivation?Methods: This study was an applied descriptive-analytical and causal-comparative research. The statistical population included two 30-student groups of architectural engineering students of the Islamic Azad University of Urmia. A 30-student group was selected for blended instruction and another 30-student group was selected for differentiated instruction at the Islamic Azad University of Urmia in the first half of the academic year 2022. In the introductory course of architectural design (1), the architectural drawing course was presented in the format of Atelier A for the blended instruction group and it was separately presented in the format of Atelier B for the differentiated instruction group. At the end of the training, drawing tests were taken from the students regarding four main topics of three-view drawing, plan, section, and façade. At the end of the course, Wallerand's academic motivation questionnaire was distributed among the students. In this research, the t-test was used for evaluating the independent groups. Further, the mean values were considered for data analysis.Findings: According to the obtained research data, it was obvious that blended instruction was more effective in teaching all four subjects of the drawing course and students obtained higher scores. The consistency of the results in the two sections of the research, including the drawing test and the academic motivation questionnaire, confirmed the better performance of blended education in the course of drawing. The higher scores of students in the case of three-view drawing and, then, façade, plan, and section in the blended teaching method confirmed the better performance of this instruction. The high academic motivation in the blended instruction and students' further interaction with each other was more effective in students' learning and made them perform better.Conclusion: The results revealed that the blended instruction was more effective in teaching the three-view drawing, plan, section, and façade, and the scores of students who participated in the blended training atelier were higher in a specific exercise in comparison to those of the differentiated training atelier, and it can be concluded that blended instruction has a significantly greater average than differentiated instruction in all four exercises. Moreover, blended instruction improves the students' internal and external motivation.
Modern Educational Approaches
B. Motiei; F. Mehdizadeh Saradj; Q. Bayzidi
Abstract
Background and Objective:Architecture is a science in which aesthetics and sensory experiences are very important and creative action is a way of thinking and understanding. The use of combination education in basic courses is very important and combination education is very important in successfully ...
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Background and Objective:Architecture is a science in which aesthetics and sensory experiences are very important and creative action is a way of thinking and understanding. The use of combination education in basic courses is very important and combination education is very important in successfully achieving educational goals. By using efficient teaching methods and scientific methods, abandoning traditional methods, challenging students' minds, applying the element of creativity at all levels of teaching and creating active and dynamic classrooms that ensure sustainable learning in students, the desired situation can be achieved. Education in architecture uses visual methods in teaching and design process. The methods of teaching basic architecture courses should be such that they develop personal feelings and gain the confidence of new students, so proper training in the studios of basic courses is of special importance to improve the skills of new students. The proper education in basic courses is very important in improving the skills of novices. The purpose of this qualitative study is to assess the pathology of architecture education in the basic courses and provide some ways to improve the skills of the novices. Methods: So, through interview with university professors and graduates of architecture and evaluating the practices of students in basic courses, the concepts related to architecture training in basic courses extracted. Then, by using the SWOT analysis, the opportunities and threats for teaching the basic courses have been identified and accordingly the solutions suggested for the dynamic education of architecture. Findings: The results of this study indicated that using the combination education of basic courses, preparation of a joint lesson plan, emphasis on individual and group exercises, with an emphasis on promoting motivation, emotional intelligence and creativity of the novice students of architecture, a dynamic education can be achieved. Conclusion: Miscellaneous training and tasteful choice of type of prerequisites exercises for design courses in some studios, lack of coordination between teachers in choosing the type of exercises and the lack of a reliable relationship between the courses cause confusion, reduced skills and abilities of new students; and as a result, their academic motivation decreases. Therefore, the need for methods to create academic motivation and increase creativity and emotional intelligence in students is essential. Accordingly, teaching prerequisite design courses with an appropriate teaching method, including the combined studio method (simultaneous and combined teaching of basic courses) promotes students' creativity, increases their academic motivation and emotional intelligence, which can be dynamic and purposeful education, according to which the quality of education is improved, and this requires the organization of methods of taste of the professors of this field that are used during the correction process. When novice architects have high motivation, creativity and emotional intelligence, they will be more able to find unique design answers, and as a result, by choosing a suitable concept, they will determine their design path and achieve an acceptable design.
