Flipped Learning in Architecture: A Study on Student Comprehension and Performance in Materials and Building Construction Studios

Year 2025, Volume: 7 Issue: 1, 133 - 156, 10.07.2025

Rabbia Tanveer Alam

https://doi.org/10.46474/jds.1516392

Abstract

In an era where architectural education must evolve to meet the expectations of digital-native learners, traditional lecture-based approaches often fall short, particularly in courses requiring both theoretical understanding and hands-on application. This study investigates the implementation and impact of flipped learning in a Materials and Building Construction studio for third-year architecture students at the National College of Arts, Rawalpindi. Using a robust mixed-methods approach—including surveys, classroom observations, focus group interviews, and academic performance analysis—the research offers a comprehensive examination of flipped learning’s effect on student comprehension, engagement, and outcomes. Results reveal an 85% improvement in students’ conceptual understanding, a 15% average increase in academic performance, and a 20% rise in critical thinking abilities compared to peers in traditionally taught studios. Qualitative feedback from students highlights the flexibility, autonomy, and increased peer interaction that flipped learning enables—elements they felt were more aligned with the iterative, collaborative nature of architectural design studios. However, the findings also underscore implementation challenges, particularly regarding digital access and varying levels of self-directed learning readiness. Despite these barriers, the study strongly supports a blended pedagogical model that combines flipped and conventional strategies to enhance both the depth and adaptability of architectural education. This research contributes critical insights to the ongoing discourse on pedagogy in architecture, providing empirical evidence that flipped learning not only fosters deeper learning but also aligns closely with the future trajectory of architectural training—making it a transformative tool in preparing students for the complex realities of design practice.

Keywords

Flipped learning , Student comprehension , Performance , Material and Building Construction studio , Architecture pedagogy

Thanks

Acknowledgment The author gratefully acknowledges the contribution of Architect Musawar Iqbal, co-instructor for the Materials and Building Construction course at the National College of Arts, Rawalpindi, for his pedagogical input and support throughout the duration of this study. Sincere thanks are also extended to the participating students whose engagement, feedback, and enthusiasm played a crucial role in the success of this flipped learning initiative.

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