| dc.description.abstract | Physical design studio (PDS) and live critique sessions are essential
elements in design school pedagogy. It enables students to construct
their socio-spatial ability through creativity and rationality in a
simultaneous way. However, due to the COVID-19 global pandemic, all
teaching and learning activities must be conducted remotely in a virtual
design studio (VDS). Unfortunately, VDS could be a placeless place for
the students and significantly affects their overall learning experience.
‘Sense of Place’, or the people-place engagement, is an important
concept in the virtual learning context from the cognitive, affective, and
conative domain. VDS not merely provide the ‘place’, but should be able
to support dynamic social interactions between students and the tutors
as well as to conduct pedagogical activities. Without ‘Sense of Place’,
the emotional and psychological engagement in creating learning
experiences could not be fulfilled. This paper reviews the previous
studies that concentrate on the pedagogical method and ‘Sense of Place’
in VDS at a higher education level. There are several strategies for
constructing ‘Sense of Place’ in a VDS. Those are humanization,
socialization, the presence of a teacher, guiding structure, graphic tools
used, and the student contribution during the learning process. Another
strategy is to blend both online and classroom that encourages
teachings with multiple learning styles. This conceptualization of ‘Sense
of Place’ in VDS is beneficial in further research with empirical data. | en_US |
