@article{kim2015webenhanced,
  title = {Web-Enhanced Teaching and Learning Vehicle Preference in Landscape Architecture Construction Studio Courses},
  author = {Young-Jae Kim and Jun-Hyun Kim and Ming-Han Li},
  year = 2015,
  url = {https://ibimapublishing.com/articles/JELHE/2015/511323/},
  journal = {Journal of e-Learning and Higher Education},
  volume = (2015),
  pages = 8,
  doi = 10.5171/2015.511323,
  abstract = {Web-enhanced teaching has been widely utilized in many disciplines in US higher education since the development of the internet and the continuous advancement of information technology. The purpose of this study is to investigate the learning effectiveness of web-enhanced teaching in landscape construction studio courses and compare students’ preference in different learning vehicles between the 2003-2004 and 2011-2012 surveys.The satisfaction level with web-enhanced teaching increased to 95% in the 2011-2012 investigation, compared to 73%-87% in the 2003-2004 one. Further, in the 2011-2012 study, more graduate students reported that their learning would be worse without web-enhanced teaching than undergraduates. The two surveys (2003-04 and 2011-12) on preferred learning vehicles yielded a similar result: online lectures were highly preferred by graduate students, while help from instructors in the studio and help from classmates were highly preferred by undergraduates. Further, students expecting an A grade preferred individual learning whereas students expecting a B or C grade relied on interactive learning methods. This study provides landscape architecture instructors with an insight into the opportunities and challenges of implementing web-enhanced teaching in studio-based courses. Particularly, lessons learned from both studies are summarized for those who may use a similar pedagogical approach.},
  keywords = {Web-enhanced teaching, landscape construction studio course, studio-based learning, online education},
  note = Article ID: 511323
}