Managing technological change: implementation of an architectural online course methodology
Concurrent Session 5
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.
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.