Practicing architects and architectural educators have called for better writing by architecture graduates; however, there appears to be a gap in published empirical studies on instructional designs that address the problem of developing student architects’ writing fluency. Writing well is an especially challenging process for architecture students in design studios because learners must transform the concepts in their visual metaphors, design spaces, and physical models into written language. The study investigated whether architecture students in the treatment group showed greater writing fluency and critical thinking after using sketching as a metacognitive process than did the control group that used words in an identical online lesson. Fifty-six architecture design studio students participated in the quasi-experimental online intervention designed to help students describe their design projects in writing. Student papers following the online sketching intervention were scored using The Cognitive Level and Quality Writing Assessment, Critical Thinking Rubric. Although the one-way ANOVA analysis of mean scores on students’ papers showed no statistical difference between the treatment group, which used sketching, and the control group, which used words, sketching stimulated students in the treatment group to write lengthy posts critiquing each other’s sketches. The finding suggests that online instruction using sketching as a metacognitive scaffolding tool should be further explored as a strategy to engage architecture students in writing practice.
|Commitee:||Johnson, Diane, Lewis, Barbara|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Architecture, Higher education|
|Keywords:||Drawing, Dual coding, Dual processing, Generative, Online, Writing|
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