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Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design

Author

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  • Stanislav Avsec

    (Faculty of Education, University of Ljubljana, Kardeljeva Ploscad 16, 1000 Ljubljana, Slovenia)

  • Magdalena Jagiełło-Kowalczyk

    (Faculty of Architecture, Cracow University of Technology, ul. Podchorążych 1, 30-084 Kraków, Poland)

  • Agnieszka Żabicka

    (Faculty of Architecture, Cracow University of Technology, ul. Podchorążych 1, 30-084 Kraków, Poland)

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.

Suggested Citation

  • Stanislav Avsec & Magdalena Jagiełło-Kowalczyk & Agnieszka Żabicka, 2022. "Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design," Sustainability, MDPI, vol. 14(7), pages 1-33, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:7:p:3928-:d:780225
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    Cited by:

    1. Stanislav Avsec & Magdalena Jagiełło-Kowalczyk & Agnieszka Żabicka & Agata Gawlak & Joanna Gil-Mastalerczyk, 2023. "Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning," Sustainability, MDPI, vol. 15(20), pages 1-33, October.
    2. Stanislav Avsec, 2023. "Design Thinking to Envision More Sustainable Technology-Enhanced Teaching for Effective Knowledge Transfer," Sustainability, MDPI, vol. 15(2), pages 1-26, January.
    3. Gizéh Rangel-de Lázaro & Josep M. Duart, 2023. "You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education," Sustainability, MDPI, vol. 15(4), pages 1-23, February.

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