Enhancing transformative learning and innovation skills using remote learning for sustainable architecture design / Stanislav Avsec, Magdalena Jagiełło-Kowalczyk, Agnieszka Żabicka // Sustainability ... więcej

Enhancing transformative learning and innovation skills using remote learning for sustainable architecture design / Stanislav Avsec, Magdalena Jagiełło-Kowalczyk, Agnieszka Żabicka // Sustainability [Dokument elektroniczny]. – 2022, Vol. 14, Iss. 7, Spec. Iss., 33 s. : fot., rys., tab., wykr. – Tryb dostępu: https://www.mdpi.com/2071-1050/14/7/3928. – Oznaczenie ref./art.: 3928. – Bibliogr. 89 poz., Abstr. – Special Issue: Sustainability Teaching Tools in the Digital Age. – doi: 10.3390/su14073928. – ISSN 2071-1050

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 ... więcej

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.