Class
Article
College
College of Agriculture and Applied Sciences
Department
Landscape Architecture and Environmental Planning Department
Faculty Mentor
Benjamin George
Presentation Type
Poster Presentation
Abstract
Social interaction is a critical component of instruction in landscape architecture, including the forms of deep interaction that occur in the studio learning environment. Studio learning focuses on the interaction between peers and instructors and integrates collaboration and ongoing, iterative critique. Maintaining this high degree of social interaction online is a primary concern in adopting distance education. This study explores the implementation and effectiveness of online social learning techniques that engage landscape architect students in a digital sharing focused on process-based learning. In an undergraduate landscape architecture class, forty-six students engaged in different online learning platforms including Canvas, Basecamp, and Conceptboard, for the course of two assignments. Gathered information included assignment grades, posts and comments made on the platforms, and a survey sent to students after project completion. Conceptboard use, which included synchronous critique from the professor or TA, was correlated with significantly higher grades. Little difference in students’ performance and perception occurred between the use of Canvas and Basecamp as a discussion platform. Overall, students that were more engaged with online interaction performed slightly better on the assignment regardless of platform use. Within discussion boards, the content of interaction by students was more influenced by previous experience than by the platform they used. This study suggests that implementing techniques for online interaction can improve student success, and modeling and training on the desired interaction are more important than what platform is used. Presentation Time: Thursday, 10-11 a.m. Zoom link: https://usu-edu.zoom.us/j/83484931836?pwd=TlpyRWsrSjYvVVl6dTVXRi9YQ3JOZz09
Location
Logan, UT
Start Date
4-12-2021 12:00 AM
Included in
Implementing a Digital Sharing Space in Online Studio Coursework in the Field of Landscape Architecture
Logan, UT
Social interaction is a critical component of instruction in landscape architecture, including the forms of deep interaction that occur in the studio learning environment. Studio learning focuses on the interaction between peers and instructors and integrates collaboration and ongoing, iterative critique. Maintaining this high degree of social interaction online is a primary concern in adopting distance education. This study explores the implementation and effectiveness of online social learning techniques that engage landscape architect students in a digital sharing focused on process-based learning. In an undergraduate landscape architecture class, forty-six students engaged in different online learning platforms including Canvas, Basecamp, and Conceptboard, for the course of two assignments. Gathered information included assignment grades, posts and comments made on the platforms, and a survey sent to students after project completion. Conceptboard use, which included synchronous critique from the professor or TA, was correlated with significantly higher grades. Little difference in students’ performance and perception occurred between the use of Canvas and Basecamp as a discussion platform. Overall, students that were more engaged with online interaction performed slightly better on the assignment regardless of platform use. Within discussion boards, the content of interaction by students was more influenced by previous experience than by the platform they used. This study suggests that implementing techniques for online interaction can improve student success, and modeling and training on the desired interaction are more important than what platform is used. Presentation Time: Thursday, 10-11 a.m. Zoom link: https://usu-edu.zoom.us/j/83484931836?pwd=TlpyRWsrSjYvVVl6dTVXRi9YQ3JOZz09