Flipped Learning as a Paradigm Shift in Architectural Education

  •  Ghada Elrayies    


One goal of education for sustainable development is to produce creative and lifelong learners. In recent years, architectural education has been faced with the challenge of how to incorporate innovation and creativity into its programs in order to improve the human skills of its graduates in their professional practice. Establishing a basis for lifelong learning is the best way for architectural education to face its particular 21st-century global challenges. More effective methods are needed for introducing lecture-based courses (LBCs) in architectural education that can provide the skills architects need in the 21st-century. LBCs are often associated with teacher-centered methods that are incompatible with the possibility of applying these skills. This paper suggests applying the concept of flipped learning (FL) which is based on the concept of active learning and its related pedagogy, problem-based learning (PBL). The paper aims to: 1) provide a clear vision of FL, relying on its pillars of pedagogy, technology, and space; 2) investigate the challenges and opportunities faced by this concept; 3) explore the mechanisms of PBL pedagogy; 4) review the previously promulgated literature of applying PBL within the framework of FL on LBCs in the architectural curriculum; and 5) apply PBL pedagogy to LBCs in lighting and acoustics. The paper concludes by establishing a conceptual approach for the flipped classroom environment and devising a proposal of a lighting and acoustics course within a framework of PBL pedagogy.

This work is licensed under a Creative Commons Attribution 4.0 License.