View in EDS

Toward Hybrid Studio-Based Learning Environments: A Sociomaterial Exploration of Design Education

Saved in:
Bibliographic Details
Title: Toward Hybrid Studio-Based Learning Environments: A Sociomaterial Exploration of Design Education
Language: English
Authors: Karolien Perold-Bull (ORCID 0000-0001-7306-3828)
Source: International Journal of Art & Design Education. 2026 45(2):474-491.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Art Education, Design, Blended Learning, Higher Education, Foreign Countries, Teaching Methods, Studio Art, College Students, Psychological Patterns, Learning Experience
Geographic Terms: South Africa
DOI: 10.1111/jade.12612
ISSN: 1476-8062
1476-8070
Abstract: This article explores how hybrid learning (HL) can be successfully integrated into the practice-based visual communication design (VCD) curriculum at Stellenbosch University (SU), South Africa, to enhance future teaching, learning, and curriculum renewal. This was approached from a sociomaterial perspective. Data were collected and analysed iteratively amongst students and lecturers involved in the curriculum. Data stemming from multiple sources were integrated in visual format, thus allowing a consolidated experience of HL to emerge. This experience was translated into a first-person narrative to enable the affective forces constituting it to become felt. It was found that to effectively integrate HL into the studio-based VCD curriculum, the studio must become an environment that fully supports the needs of dispersed, transdigital subjects; learning content and structures need to be simplified and remain consistent to facilitate the regulation of students' emotions; and the format/s of learning content must support process-driven, embodied learning experiences.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506682
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1506682
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Toward Hybrid Studio-Based Learning Environments: A Sociomaterial Exploration of Design Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Karolien+Perold-Bull%22">Karolien Perold-Bull</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7306-3828">0000-0001-7306-3828</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Art+%26+Design+Education%22"><i>International Journal of Art & Design Education</i></searchLink>. 2026 45(2):474-491.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Studio+Art%22">Studio Art</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jade.12612
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1476-8062<br />1476-8070
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article explores how hybrid learning (HL) can be successfully integrated into the practice-based visual communication design (VCD) curriculum at Stellenbosch University (SU), South Africa, to enhance future teaching, learning, and curriculum renewal. This was approached from a sociomaterial perspective. Data were collected and analysed iteratively amongst students and lecturers involved in the curriculum. Data stemming from multiple sources were integrated in visual format, thus allowing a consolidated experience of HL to emerge. This experience was translated into a first-person narrative to enable the affective forces constituting it to become felt. It was found that to effectively integrate HL into the studio-based VCD curriculum, the studio must become an environment that fully supports the needs of dispersed, transdigital subjects; learning content and structures need to be simplified and remain consistent to facilitate the regulation of students' emotions; and the format/s of learning content must support process-driven, embodied learning experiences.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506682
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506682
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jade.12612
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 474
    Subjects:
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Studio Art
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Toward Hybrid Studio-Based Learning Environments: A Sociomaterial Exploration of Design Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Karolien Perold-Bull
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1476-8062
            – Type: issn-electronic
              Value: 1476-8070
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Art & Design Education
              Type: main
ResultId 1