Enhancing transformative learning and innovation skills using remote learning for sustainable architecture design
Authors:
- Stanislav Avsec,
- Magdalena Jagiełło-Kowalczyk,
- Agnieszka Żabicka
Abstract
The currently used educational technology with artificial-intelligence-powered solutions, although rather instrumental, may lead to discontinuity in learning, as it lacks social and emotional value, which is an essential part of education for sustainable development and results in an immersive experience through which higher-order thinking skills can be adopted. This paper aims to explore transformative learning (TL) and innovation skill improvement accommodated by transactional distance theory in a 16-week remote sustainable architecture design course. The analysis identified the following: (a) significant progress in students’ attitudes toward uncertainty and criticality while social support differs due to the influence of classmates, faculty staff, teamwork, writing and reading assignments, promoters from industry and extracurricular activities; (b) significant progress in TL achievement while innovation skill development differs significantly across the groups in which online collaborative learning was found as an influencer in creativity and motivation; (c) self-efficacy influenced by feedback in and on actions, such as essay and other writing assignments, verbal persuasions and positive social comparisons; (d) lack of development of situational awareness, continuity of learning and interactions/situations to empower teammates in handling conflicts to develop leadership ability; (e) decrease in risk-taking ability, especially in a group of students in which social support was limited due to the absence of challenging situations and tasks. The results support the use of remote intervention directed at prosocial motivations and action-focused group goals.
- Record ID
- CUT8240920fb2b44e11b32edd642fac45cb
- Publication categories
- ;
- Author
- Journal series
- Sustainability, ISSN , e-ISSN 2071-1050, Biweekly
- Issue year
- 2022
- Vol
- 14
- No
- 7
- Pages
- [1-33]
- Article number
- 3928
- Other elements of collation
- fot.; rys.; tab.; wykr.; Bibliografia (na s.) - 30-33; Bibliografia (liczba pozycji) - 89; Oznaczenie streszczenia - Abstr.; Numeracja w czasopiśmie - Vol. 14, Iss. 7, Spec. Iss.
- Substantive notes
- Special Issue: Sustainability Teaching Tools in the Digital Age
- Keywords in English
- remote learning, transactional distance theory, constructivist and critical pedagogy, sustainable architecture design, transformative learning, innovation skills
- ASJC Classification
- ; ;
- DOI
- DOI:10.3390/su14073928 Opening in a new tab
- URL
- https://www.mdpi.com/2071-1050/14/7/3928 Opening in a new tab
- Language
- eng (en) English
- License
- Score (nominal)
- 100
- Score source
- journalList
- Score
- Publication indicators
- Additional fields
- Indeksowana w: Web of Science, Scopus
- Uniform Resource Identifier
- https://cris.pk.edu.pl/info/article/CUT8240920fb2b44e11b32edd642fac45cb/
- URN
urn:pkr-prod:CUT8240920fb2b44e11b32edd642fac45cb
* presented citation count is obtained through Internet information analysis, and it is close to the number calculated by the Publish or PerishOpening in a new tab system.