Journal of Digital Landscape Architecture

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Cataloguing Positive Outcomes of Online Studio Instruction During COVID-19

Prior to COVID-19, there was a limited body of work about online studio instruction in the field of landscape architecture. Yet, over the past two years, this work has expanded due to widespread stay-at-home orders and quarantine protocols. While it is undeniable that remote studio courses present a range of challenges for students as well as instructors, this paper seeks to understand if any positive outcomes can be gleaned from the studio experience during COVID-19, and if so, how these outcomes might be thematically catalogued to help shape the future of studio instruction for the field of landscape architecture. To address these questions, quantitative and qualitative data were collected from a total of 54 undergraduate students enrolled in an urban design and planning studio in 2020 and 2021. The instruments for collecting data included: pre-quarter surveys, course evaluations, and written reflections. While students in both courses had many concerns about their online studio experience, data from the course evaluations and written reflections suggested that there were, indeed, positive outcomes from the online studio experience. For clarity, this data was collected and then catalogued into five main themes: structure, collaboration, immersion, delivery, and equity. As the field of landscape architecture shifts towards new ways of teaching, learning and thinking about post-pandemic design, perhaps these five themes could be used to speculate about future educational approaches.

Autor / Author: Schlickman, Emily
Institution / Institution: University of California, Davis, California/USA
Seitenzahl / Pages: 8
Sprache / Language: Englisch
Veröffentlichung / Publication: JoDLA – Journal of Digital Landscape Architecture, 7-2022
Tagung / Conference: Digital Landscape Architecture 2022 – Hybrid Landscapes
Veranstaltungsort, -datum / Venue, Date: Harvard University, Cambridge Mass, USA 09-06-22 - 10-06-22
Schlüsselwörter (de):
Keywords (en): Design education, studio pedagogy, emergency remote teaching, online instruction
Paper review type: Full Paper Review
DOI: doi:10.14627/537724005
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