Rethinking higher education post-COVID-19: Innovative design studio teaching to architecture students.

For more than a year and a half, educators and students have been navigating the stormy seas of remote teaching-learning. After months of the coronavirus epidemic and countless research on its impacts on university teaching and learning, the repercussions of this unparalleled state of affairs are only partially known. This paper adds to the current research on how university teachers have dealt with it in an effort to understand the impacts on teaching the course of "design studio" that has never been taught online before. However, many are returning to in-person classes or planning to use a blended teaching approach. As a result, the second purpose of this study is to learn more about how teachers plan to teach in the future, which is an innovative topic that has piqued our attention. Six professors agreed to let us observe their design studio classes for the total period of 8 months spread over three semesters from 2020 and 2021. The majority of students had favorable experiences with online teaching and examinations, and most would welcome this format in the future, according to an analysis of these programs. The same cannot be said for teachers, who see this method of instruction as time-consuming and demanding. Simultaneously, this paper aims to highlight the advantages of remote teaching-learning models in teaching design studios, suiting students' educational needs, and aiding in their professional growth as architects. The research stems from the hypothesis that the pandemic will have a long-term impact on lesson planning, and opens a fresh discussion about multi-mode educational implications that learners, teachers, and other education actors should consider in the next phase of post-COVID-19 era before deciding on going back to the pre-COVID-19 pandemic classroom teaching-learning. [ABSTRACT FROM AUTHOR]