Block mode delivery for studio design teaching in higher education

ABSTRACT

Block mode delivery is widely practised in higher education institutions across the world. It is popular at postgraduate level, such as in business and management fields, but is less common at undergraduate level, especially for studio design teaching. There is a lack of literature on the block mode delivery for studio design teaching. The aim of this paper is to identify the favourable attributes and challenges of the block mode delivery for studio design teaching through the analysis of three undergraduate design studio units at an Australian university as case studies. Students’ written feedback of studying these three units were collected and reviewed to evaluate strategies for enhancing student engagement. Challenges of block teaching to students and staff are discussed. The findings suggest that there are various ways to engage with students for active learning in block teaching, which are valuable for curriculum design and continuous improvement.

KEYWORDS:

• Block mode delivery
• intensive blocks
• studio design teaching
• immersive learning experience
• active learning

Disclosure statement

The three co-authors teach the three selected units.

Additional information

Notes on contributors

Hing-Wah Chau

Hing-Wah Chau is the Course Chair in Building Design at Victoria University. His research interests lie in sustainable built environment, green architecture and green infrastructure, architectural and urban design strategies, design for ageing and inclusive design, as well as design for health and wellbeing.

Elmira Jamei

Elmira Jamei is a Senior Lecturer in Built Environment and the Deputy Director of the Institute for Sustainable Industries & Liveable Cities at Victoria University. She brings a substantial knowledge base and practical skills in environmentally sustainable design, smart cities, climate sensitive design, and renewable energies in architecture/ planning.

Mengbi Li

Mengbi Li is a Lecturer in Built Environment at Victoria University. She seeks pathways to intellectual understanding and response in architecture from its own history and is striving for a critical rethink of a series of dogmas, mindsets and vigorously imposed goals in the production of cities and buildings