Abstract
A novel e-learning initiative improved learning and cognitive understanding of learning outcomes in the Department of Architecture, within the Faculty of Engineering, Built Environment and Information Technology (EBIT) at the University of Pretoria, South Africa. This paper presents a typical case study of experiential e-learning through incorporating High Impact Teaching Practices (HIP) in the module Plant Sciences (PWT322), taught to third-year landscape architecture students. Learning was improved through self-paced interactive videos and videos of real-time projects, learning communities, group assignments, and constructive lecturer feedback. These activities were implemented within the Technological Pedagogical Content Knowledge (TPACK) framework. Results from a survey and focus group meeting revealed that online experiential learning, cross-disciplinary discussions, positive lecturer feedback and teamwork improve and enrich the learning experience and motivate students, although contact teaching and site visits are valued by students. Class averages for the integrated design module increased with 6% in the June examination and 2% in the December examination from 2019 to 2020.
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Botes, K., Botha, A.J.M. (2021). Experiential E-Learning: A Creative Prospect for Education in the Built Environment?. In: Zhou, W., Mu, Y. (eds) Advances in Web-Based Learning – ICWL 2021. ICWL 2021. Lecture Notes in Computer Science(), vol 13103. Springer, Cham. https://doi.org/10.1007/978-3-030-90785-3_9
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