Managing technological change: implementation of an architectural online course methodology

Concurrent Session 5

Session Materials

Brief Abstract

A phd research that compared a face-to-face architecture course with an online one. In the process of converting a regular face-to-face course into an online course with the exact same contents a methodology had to be implemented. In search for innovation, a multidisciplinary team designed and implemented the course.

Presenters

Born in México City, I moved with my family to Mérida, Yucatán, where I studied a barchelors degree in Architecture in Universidad Autonoma de Yucatán, Facultad de Arquitectura. Married in 1985. In 2005, I returned to my university to study a Masters degree in architecture, research fileld: urban studies. 70%phd in architecture.Research field:urban studies. I started teaching in january 2007 in Central College 'Art and Architecture from Yucatán', wich I continue teaching every semester. Nowadays I also teach 'Understanding contemporary Mexico'. In August 2007 I began my career as a faculty part time teacher in Universidad Anáhuac Mayab and Universidad Modelo, where I continue teaching architecture history in different levels, theory of architecture in different levels, architectural workshops, urban studies and urban workshops. In 2012 I started a phd in Educational Management in Universidad Anáhuac Mayab. My research field is online education. During my research I developed a methodology for architecture online classes. I have developed three different online courses employing this methodology that are being currently used in Universidad Anáhuac Mayab, Architecture School.

Extended Abstract

The methodology that is going to be presented is the result of a phd research, focused in online education in architecture. In 2012 an online research showed that in Merida, Yucatán, México, no universities had online courses in architecture. Some universities were already giving courses to their teachers in order to start employing TICs and one had a platform using @blackboard, and was encouraging teachers to use it in classes. The research was done in this university. One of the main concerns of the principal of the architecture school was if online courses would be as good as face -to face courses. So the initial idea was to compare a face-to-face architecture course with an online architecture course. In order to even the comparison, exactly the same contents were employed in both courses, in the same order, the same evaluations and with the same teacher. It was a comparative study with a control group. Two groups of regular architecture students chose which course to enroll, so the sample was not random. A pre-test was employed to assure that their knowledge was similar at the beginning of both courses, and a post-test was administrated to verify the learning process. The analysis was done with t-student test to verify their knowledge conditions at the beginning of the course. In the process of converting a regular face-to-face course into an online course with the exact same contents a methodology had to be implemented. In search for innovation in online teaching techniques,a multidisciplinary team designed and implemented the online course.