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

Stanislav Avsec, Magdalena Jagiełło-Kowalczyk and Agnieszka Żabicka
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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

Sustainability, 2022, vol. 14, issue 7, 1-33

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.

Keywords: remote learning; transactional distance theory; constructivist and critical pedagogy; sustainable architecture design; transformative learning; innovation skills (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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