A blended model of interior design studio practice due to COVID-19

Introduction

The environment for interior design education is developing and reaching new heights due to cutting-edge technologies, innovative teaching strategies, and raised standards for design education.

However, worldwide interior design education needs to rapidly prepare for extreme situations, given the ongoing coronavirus disease 2019 (COVID-19) pandemic. However, to finish the academic year without squandering the current semester, colleges worldwide are switching to online and e-learning methods. Within a week of the first COVID-10 lockdown, online classes at Ahlia University started. However, neither the teachers nor the students anticipated how it would affect every course, academic or practical.^2,3

All educational institutions worldwide have shut down as the world fights COVID-19, which impacts learning. It is essential to offer learners a face to face learning method.^4,5 However, this conclusion highlights the significance of Virtual Learning Environments (VLSs) as a replacement for the conventional pedagogical strategies of lectures, tutorials, and exam to guarantee the effectiveness of education. The rise of information communication technology and the internet-savvy youth, which increased learning options during the COVID-19 epidemic, are prerequisites for these new learning techniques.^6,7 It emphasizes the necessity for faculty members knowledgeable about and skilled in online pedagogies and emphasizes student-centered practices more.¹ Like many other campuses, Ahlia University shut down its physical structure in reaction to COVID-19 to stop the virus’s spread. It set up various Microsoft Teams-based virtual professional development sessions for its faculty members who were taking their first e-learning courses to give them the assistance they needed to transition to virtual learning and get students ready for this change in environment. Students could access resources and submit their assignments after faculty members presented live lectures using the Microsoft Teams (MS Teams) platform, post-learning activities, and related resources on Moodle. Along with the traditional design studio (face-to-face learning), the mainstay of interior and architectural design education has been dealing with real-world problem-solving and developing students’ conceptual grasp of design since the 19th century.⁸ Today’s design studio education is experiencing unheard-of difficulties due to new technology and COVID-19 constraints. It is necessary to incorporate technology tools, create online instruction, and evaluate students’ levels of understanding through synchronous and asynchronous interactions to design blended learning that uses face-to-face and virtual learning in a hurry. This will help to create a productive learning environment.^9–11 As cited by Brown et al.¹⁰ from Hulon [Ref. 8: p.6], the studio is “a virtual world representing the real world of practice, but relatively free of its pressures and risks”. Consequently, design studios prepare students for professional practice. Since the middle of the 1990s, the Virtual Design Studio (VDS) has grown significantly, urging attention to the potential of digital technologies and their influence on instructional strategies.^12–14 In order to better understand the preferences of the students in Ahlia University’s interior design program for blended, online, and face-to-face learning, this research examines the engagement of blended learning, faculty members’ roles, and students’ experiences in blended learning in interior and architecture design education. Investigate how blended learning can be used effectively in the interior design curriculum.

Literature review

The design studio is the guiding principle of interior design education and other design disciplines. It serves as a model for educational innovation. It is devoted to teaching students how to construct products that develop their technical and social abilities by combining knowledge from the classroom with real-world experience.^7,15,16 The design studios have provided the development of students’ creativity, imagination, professional expertise, and post-graduate practical experience with the utmost relevance and legitimacy.^16,17 At all design education levels, a design studio entails one-on-one interaction between students and the studio educator, group discussions, and teamwork in creating design ideas that are ultimately presented to the studio educator and other invited experts’ audiences.¹⁸ As a result of the coronavirus epidemic, design studios’ pedagogy has changed from face-to-face classes to online classrooms, posing a new challenge for students and faculty members who must provide the highest education as specified by the Council of Interior Design Accreditation. New technologies, social networking sites, and the emergence of artificial intelligence have revolutionized teaching and learning methods and facilitated distance learning that allows student autonomy through online learning models. The current and ongoing coronavirus situation is also a result of these changes.¹⁸ Despite the pandemic affecting all design schools in late 2019, e-learning has always been part of design studios and has proliferated in all design schools, particularly virtual design studios (VDSs). Faculty and students use MOODLE, Microsoft Teams, MOODLE, and other platforms to present online, distribute class materials, and submit final work.

Problem statement

The idea of virtual and online design studio classrooms for interior design raises several issues, focusing on the communicative and practical components of learning. The COVID-19 global lockdown has significantly impacted the practical, communicative, and team-building scenarios that are part of interior design studio classes. Universities worldwide have a sense of losing credibility in the design studio when they fall short of the ideal quality of global design education. Maher and Simoff¹⁴ emphasized that the studio needs to be an appropriate size to ensure a direct connection between students and their studio educators and each other. It is therefore vital to understand and adapt to the extensive extent to which design studios will change in the future.

Objectives

This study aims to understand the crucial changes and measures that virtual design studios will have to adapt to due to the current COVID-19 pandemic in interior design and architecture education. By assessing the results of the analysis presented to the faculty and students, this study also aims to understand their perspectives on online and e-learning education. Thus, the main summary of the research objectives is:

For academic research to be credible and accurate, bias must be avoided. In this study, efforts were made to address potential sources of bias, including discussing the results with the responders.

Methods

Results

Online teaching has become increasingly popular in higher education. Online teaching is becoming increasingly popular in higher education and can be a challenge for staff that have not previously taught in this format. Our staff reported when conducting interviews that teaching a design studio course online requires demonstrating both technical and creative skills. While there are many positive aspects of online learning, such as increased accessibility, they encountered difficulty in transferring the design studio course from an in-person setting to an online one. Staff reported that they had struggled to create an engaging online environment for students and to ensure that the course was just as enriching as if it were taught in person. Additionally, the lack of face-to-face interaction in an online setting makes it difficult to build relationships with students. They reported that they faced difficulty in understanding how well each student was performing and in providing the necessary feedback. Another concern is that Staff they had some issues when technical difficulties arise during an online lesson which included on learning how to use the various software programs, troubleshooting any connectivity issues. All these elements were challenging for the staff to effectively teach an online design studio course.

Based on probability sampling, the students were selected from the following design courses: INTD 212, INTD 216, INTD 311, and INTD 404. A total of 357 students participated in this study.²⁴ The participants were informed of the study objectives. All the students who showed interest in participating in the study gave their feedback, and none of the students dropped out during the course of this study. As an initial step in validating the survey is to establish face validity. The experts related to our study read through the questionnaire completely and evaluated whether the questions effectively capture the objective. Our interpretation of the output was based on George and Mallery’s (2003) rule. Cronbach’s alpha coefficient increases as the number of variables increased, and the average inter-item correlations increased.

Using quantitative analysis for 357 students, 79.2% (283) were women, and 74 were men, from different design departments in Bahrain. The questionnaire included information about the students’ degree in digital literacy, showing that 98% of them had access to a computer at home for academic purposes. The fact that 73% of students used social media daily, 71 used it sometimes, 14 typically used it once per week, and 11 said they did not use it at all demonstrated their suitability for design studio E-learning education. E-learning environments were suitable for design education by 72% of the respondents. In contrast, blended learning environments—including instructor and technical support from the university—were deemed the most effective and suitable in 78.5% of the responses. The results demonstrated a significant impact on the quality of online design studios. Besides, more than 73.8% of the respondents affirm that they have become more proficient in computer software, which helped them in their design projects as online learning provides them with the flexibility of time to develop their skills. Overall, 82 of the respondents reported that face-to-face teaching is crucial in design education. On the contrary, first-year students in all the universities in Bahrain were less satisfied with online learning (Figure 1A), especially in courses like graphic design and basic design. Also, findings about MS Teams and Moodle revealed that 94% of the respondents were satisfied with these platforms (Figure 1B). They provide satisfactory results because they are easy to use and effective for online design studios for communication, discussion, and the exchange of design information, enabling studio educators to monitor student work (Figure 1D).

Figure 1. This figure illustrates the satisfaction levels of online platforms (A) and (B), feedback from MS Teams for design projects (C), software used for design projects (D), and online student interaction (E), learning methods preferred by students (F).

According to the survey, students share their design creations online to receive feedback and criticism from studio educators. The findings showed that 96.7% of students choose not to post their design work on Moodle or MS Teams (Figure 1E), keeping it instead for in-person meetings with their studio instructor or uploading it as soon as it is finished out of concern for intellectual theft. Furthermore, online learning saves students’ travel time to the campus in developing their technical skills for design projects. The survey results revealed that 11 participants said they had trouble downloading and uploading files and connecting to the internet. Smaller class sizes in design courses would be preferable, according to 32 of those surveyed, while 64 students noted e-learning and blended learning as more novel and interactive. In this way, the questionnaire results provided insightful information about how students had used Moodle and Microsoft Teams to study effectively in a hybrid environment (Figure 1F). In addition, students believe that in-person instruction is a crucial component of design education.

Online learning could lead to a more flexible, student-centered, and creative educational process. The role of faculty members will be transformed from the traditional teacher-centric model to a student-centric model with the implementation of e-learning. Implementing online learning has increased globally recently, and some higher education institutes in developing countries are embracing this trend. This study aimed to investigate the perception, challenges, and predictors of online and face-to-face learning acceptance during the COVID-19 pandemic among university students. We found that most of our participants agreed that the online course offered greater flexibility in teaching times. In contrast, many participants reported that online learning could take time and lead to listening difficulties and experienced network and technological problems affecting learning progress.

During online education, most participants were satisfied with the effort involved in developing a project using computer-aided software. According to 72% of respondents, e-learning environments are suitable for design education. In contrast, first-year students were less satisfied with online learning, particularly in graphic design and basic design courses. Despite this, 96.7% of students chose not to post their design work on Moodle or MS Teams, instead choosing to present it in person with their studio instructors or upload it as soon as possible to avoid intellectual theft. According to the study, 89.1% of participants strongly agreed that instructors could teach at their own pace through an online course. Although they are geographically separated from the instructor, they feel connected to the course and the instructor.

By combining face-to-face and online learning, blended learning offers learners the benefit of both learning methods. Studying asynchronously enables participants to study at their own pace, but questions are generally posted on an online forum so instructors can answer them. As a result, interactions are delayed. During face-to-face teaching, instructors and students are in constant communication, allowing for instant discussions and clarifications of questions. Online learning has numerous benefits, but many learners still prefer face-to-face learning due to the discipline and familiarity it offers. Most study participants reported that online education prevented them from communicating effectively with other students. Most participants felt they could communicate with other students in a conventional face-to-face approach.

The outcomes of this study revealed that online learning is more flexible than traditional learning, and face-to-face learning is generally more practical for learners. The majority of our study participants preferred blended learning (both online and face-to-face) for developing knowledge and skills and better outcomes.

According to 86.7% of the students, blended learning gives them flexible time and lets them study when it is convenient. Additionally, it allows them to communicate with their studio educator for guidance and feedback more frequently than in a face-to-face setting, which enables them to advance their design project more quickly. As cited by some students, “it is such a help to know the next studio whether there is something to improve on, or just to ask simple questions that would not be answered until the next studio. It also allows you to express your ideas more in e-learning to make sure you fully get your point across. You can forget things easily in the studio”.

A quick review of the teaching staff revealed that all of them had access to computers at home, used online learning environments like Moodle and Microsoft Teams for educational reasons, and took part in various virtual workshops and conferences utilizing the Zoom platform. The survey also showed that 93% of respondents used social media sites like Facebook, Twitter, and Instagram, which Ahlia University offers, to communicate. During the pandemic epidemic, all interior design and architecture professionals’ work was moved to the virtual world by employing computer-mediated collaboration platforms to discuss design projects with their clients and contractors. Therefore, interior design and architecture programs use the same approach to prepare their graduates for the market needs.

Discussion

In this study, both the students and staff reported that both online teaching and face-to-face teaching have advantages and limitations when used in a design studio course. Online teaching can provide more flexibility and convenience as students can access resources, such as video tutorials and lectures, from wherever they are, and can complete their work at their own pace. However, the lack of direct contact with instructors and peers can be a major limitation of online teaching in a design studio course, as it can be difficult to replicate the traditional in-person learning experience. On the other hand, face-to-face teaching provides a more immersive learning environment, as students are able to interact and collaborate directly with their instructors and peers. However, it was difficult to implement if the staff were unable to meet in person due to travel restrictions or social distancing measures. Additionally, face-to-face teaching is more time-consuming, as it requires instructors and students to be physically present during the course. Overall, both online and face-to-face teaching have advantages and limitations when used in a design studio course. Ultimately, it is important for instructors to consider their specific situations and available resources when deciding which teaching method is best for their course.

In this study, blended teaching in design studio courses offered many benefits to the students and staff. By combining traditional face-to-face instruction with online components, blended teaching allows students to benefit from both. For example, students can access online resources, such as lectures and demonstrations, from anywhere, allowing them to review as needed to gain a thorough understanding of the concepts presented. Additionally, blended teaching can provide students with the opportunity to work at their own pace and on their own schedule, increasing the likelihood of successful course completion. The benefits of blended teaching also extend to the staff. Additionally, the use of online components allows staff to have more control over the pacing of the course and to be able to cover more material in the allotted time. Overall, blended teaching offers many benefits to both the students and staff. Students are able to access online resources, work at their own pace, and access up-to-date information and materials.

Previously, the new technologies were limited to specific sectors, but nowadays, their low cost makes them affordable to promote learning outcomes in education. This research highlights the need to apply changes in online learning by developing the design program’s pedagogy. This incorporation of new technology and digital media into design pedagogy has the potential to support online design studio learning environments.²¹ Furthermore, blended learning is not a novel learning system for universities that need a different mode of design pedagogy. Although students use the new technology, they still need more support and guidance, especially first-year students, to improve the quality and outcome of their design projects.^20,21 Several studies have been conducted on the impact of COVID-19 on various aspects of the design industry, including interior design. Some of the key aims of these studies have been to understand the challenges faced by designers during the pandemic and identify strategies for adapting to the new realities of remote work and social distancing. For example, Ref. 22 a study published in 2020 explored the challenges faced by design educators in transitioning to online teaching during a pandemic. This study identified several key challenges, including technological barriers, difficulties in adapting to new teaching methods, and reduced opportunities for hands-on learning.²³ A recent study examined the impact of the pandemic on interior design students’ learning experience. The study found that students faced significant challenges in adapting to online learning but also identified several strategies that could be used to enhance their learning experiences in the future. Overall, these studies highlight the importance of adapting to new technologies and teaching methods to continue delivering high-quality interior design education during the pandemic. By adopting a blended approach to studio practice and combining both online and in-person learning opportunities, educators and students can continue to develop their skills and expertise despite the challenges posed by COVID-19.

The COVID-19 pandemic has led to significant changes in the way businesses operate; interior design studios are no exception. As social distancing and remote work protocols have become the new norms, traditional studio-based practices have had to adapt to accommodate the restrictions imposed by the pandemic. A blended model of interior design studio practices has emerged as a way to balance the demands of client work with the need for safety and flexibility. This model combines in-person and remote work using technologies, such as video conferencing, file sharing, and collaborative software, to maintain team communication and project management. By allowing for both remote and in-person work, designers can also schedule client consultations in a way that balances the need for safety with the need for face-to-face interaction. A recent study showed that this blended model has proven to be effective, with interior design studios successfully completing projects on time and within budget, while maintaining the safety of both employees and clients. Compared to previous studies, this approach to interior design studio practice has been shown to be resilient and adapted to the current pandemic landscape. As the circumstances continue to evolve, it is likely that the blended model will remain a viable option for interior designers looking to navigate the post-pandemic landscape.²¹

Recent studies have explored the efficacy of a blended model in interior design studio practices in light of the COVID-19 pandemic. This model combines both in-person and online instruction and collaboration, allowing for social distancing and safer working conditions, while maintaining the benefits of traditional studio practice.¹⁷ One study found that students successfully engaged in design collaboration and critique through online platforms, suggesting that virtual communication tools could become an integral part of the design process even after the pandemic. However, the same study also highlighted the challenges of monitoring student progress in a virtual environment and maintaining a studio culture of mentorship and collaboration.¹⁵ Another study examined the use of augmented reality and virtual reality tools in the design process, which could enhance the collaborative experience of students and create a more immersive design experience.^18,22 While technology is still developing, it holds promise for supporting the blended model and even expanding the possibilities of interior design education.

The results of this study showed that blended design studios achieved pedagogical results as students developed their knowledge and skills, especially in computer software. Students in various design studio courses now more widely appreciate blended learning in design studios due to in-depth study, literature reviews, and data discoveries. The benefits of combining in-person and online interactions create a much more inclusive learning environment than one-on-one instruction, as noted by Sopher.⁶ The data collection shows that Ahlia University’s design studio’s use of blended learning has a high success rate, and most participants believe it is flexible. The comprehensive criteria of accessibility, preference, practicability, and student needs are all things blended learning attempts to address. The study concentrated on the many levels of design studio education’s legitimacy, influencing the next generation of architects and designers through technical and online education.

The alternative to blended learning is changing how architecture and interior design are taught, and this will likely be the following significant change in higher education that must be prepared. For students and professors, the ideal balancing act of physical and virtual learning opens up new ideas and opportunities to investigate the philosophy of distant learning and preserve practicality by attending physical design studio workshops. As previously mentioned, Ahlia University performed virtual learning using a variety of communication channels, allowing faculty members and students to experiment with various forms of engagement, including emails, text messages, audio calls, and video calls. The global COVID-19 pandemic necessitates the search for potential replacements where the educational framework of design studio classes is not jeopardized by a lack of communication, method learning, and practical experience. As a result, blended learning is crucial at this point in the pandemic to be acknowledged as a viable alternative to our everyday physical learning, which is impractical given the state of the world’s health. When it comes to meeting the requirements of traditional design studio sessions, blended learning is the ideal fit for the new reality of design education. Additionally, the results demonstrated that throughout the COVID-19 epidemic, all partners contributed to ensuring the caliber of online design studio instruction.

Limitations

While this article presents a compelling argument for this blended model, it is important to note the limitations of the study. First, the study may not be generalizable to all interior design programs because it is based on the experience of one course. Different programs may have different teaching approaches and face different challenges. However, this study did not address the long-term effectiveness of the blended model. While it may have been effective in the short term because of the pandemic, it is unclear whether this model will continue to be effective in the future or if it will need to be modified as circumstances change. Overall, while the proposed blended model of interior design studio practice is promising, further research is required to fully understand its effectiveness and feasibility in various contexts.

Conclusion

The results of this study showed that blended design studios achieved pedagogical results as students developed their knowledge and skills, especially in computer software. The blended model of interior design studio practice has proven to be a successful approach for adapting to the challenges brought about by COVID-19. By combining virtual and in-person experiences, students and professionals can continue their work in a safe and efficient manner. The virtual aspect of the blended model allows for greater flexibility and accessibility, whereas the in-person component provides hands-on learning and collaboration opportunities. This hybrid approach also encourages the use of technology and problem-solving skills, which are essential in the current industrial landscape. The blended model is a valuable tool for interior design education and practice, and has the potential to continue beyond the pandemic. As we navigate this new normal, it is important to continue exploring innovative solutions that prioritize safety while maintaining the quality and effectiveness of our work.