October 2006 Volume 9 Number 4

Bender, D. M., & Vredevoogd, J. D. (2006). Using Online Education Technologies to Support Studio Instruction.
Educational Technology & Society, 9 (4), 114-122.
Using Online Education Technologies to Support Studio Instruction
Diane M. Bender
College of Design, Arizona State University, P.O. Box 872105, Tempe, AZ 85287-2105, USA
Tel: +1 480-965-8684
diane.bender@asu.edu
Jon D. Vredevoogd
School of Planning, Design, and Construction, Michigan State University, 309 Human Ecology, East Lansing,
MI 48824 USA
Tel: +1 517-353-3054
vredevoo@msu.edu
ABSTRACT
Technology is transforming the education and practice of architecture and design. The newest form of
education is blended learning, which combines personal interaction from live class sessions with online
education for greater learning flexibility (Abrams & Haefner, 2002). Reluctant to join the digital era are
educators teaching studio courses (Bender & Good, 2003), who may be unaware of the possibilities and
benefits of teaching with technology. The argument proposed in this study is that blended learning will
enhance studio courses. Studios are unique learning environments embedded in an historical context. This
article presents a process of infusing a traditional studio with online technologies. The result is a more
streamlined course that enhances student learning, provides targeted instruction to individual students,
serves a larger group of students than a traditional studio, and does not increase faculty workload.
Keywords
Online education, Studio, Faculty workload
Introduction
Technology is moving higher education from the traditional campus of “brick and mortar” to the electronic
classroom of “wire and chip.” The technology with the greatest potential for impact on architectural education is
the Internet. By the year 2006, it is estimated there will be 900 million computers and other web-based
appliances in use, providing universal access, multimedia resources, and interactive medium (Charp, 2000). The
Internet has revolutionized the design process by allowing architects and designers to research new products,
download specifications, access code information, transfer drawings, and even synchronously collaborate with
colleagues from around the world. Technology is also having an impact on the process and culture of
architectural education, as evident in previous research on digitally immersed classes and studios (Matthews &
Weigand, 2001). The use of digital media is a logical addition to the traditional design studio.
Technology has radically changed the way educators can exchange information with students. Higher education
support systems have adapted to changes in technological innovation, but the studio has remained disturbingly
constant. Pedagogical integration of digital media is critical to the success of future architecture and design
education. With the ever-increasing need to communicate globally, distance is no longer a barrier to education
(Matthews & Weigand, 2001). Based on several years of experimentation, the authors believe studio courses can
be enhanced with online technologies. A popular format for teaching both in the classroom and online is blended
learning. Blended learning involves both traditional face-to-face instruction, where both students and faculty are
present at the same time and place, supplemented with asynchronous and/or synchronous communication via the
Internet. In comparison to courses that are completely online, courses with a combination of online and face-toface
interaction produce the same or better success rates, plus dropout rates are lower (Dziuban & Moskal,
2004). The authors are not advocating technology as a substitute for the existing process, but as a means to
enrich instruction in the design studio.
There are many benefits of using online technologies, such as the accuracy and consistency of data. All students
are guaranteed to receive the same presentation material and get the same view of the professor and material,
unlike the front row advantage in the traditional classroom. Students appreciate the on-demand access of online
classes, for it allows them flexibility in viewing course information at their convenience and as many times as
they wish. This information may include course syllabus and outline, staff profiles and contact information,
examples of projects, and other useful items typically provided to students in a traditional course. Electronic
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