Toward Hybrid Studio-Based Learning Environments: A Sociomaterial Exploration of Design Education
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| Title: | Toward Hybrid Studio-Based Learning Environments: A Sociomaterial Exploration of Design Education |
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| Language: | English |
| Authors: | Karolien Perold-Bull (ORCID |
| 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 |
| 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. |
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| ISSN: | 1476-8062 1476-8070 |
| DOI: | 10.1111/jade.12612 |
