[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600155-105":59,"doc-detail-600155-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dual-delivery-design-studios-exploring-design-learning-for-hybrid-cohorts","Dual Delivery Design Studios - Exploring Design Learning for Hybrid Cohorts","","In the wake of 2020’s remote learning transition, higher education institutions explored approaches combining face-to-face and online learning. This article reviews a learning and teaching group’s guidance development for “dual delivery” design studios, using staff focus group conversations. It emphasizes learner equity and access, cohort building, and how staff and students perceive dual delivery. Findings argue that treating 2021 hybrid splitcohort as generic online or blended learning overlooks design-studio-specific challenges, and highlights strategies for studio activities and coordination.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dual-delivery-design-studios-exploring-design-learning-for-hybrid-cohorts/600155/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dual-delivery-design-studios-exploring-design-learning-for-hybrid-cohorts/600155.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on hybrid or dual delivery?","Question",{"text":112,"@type":113},"The article examines how a higher education group developed guidance for dual delivery design studios and what staff reported from focus groups coordinating those studios.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which key considerations are highlighted for dual delivery design studios?",{"text":117,"@type":113},"The study emphasizes learner equity and access, cohort building, and staff and student perceptions, along with how to design and coordinate studio subjects to address these concerns.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue that the 2021 hybrid splitcohort should not be treated as generic blended or online learning?",{"text":121,"@type":113},"It states that such a treatment ignores the unique learning design challenges of studio teaching and underestimates the implications of dual delivery for how studios operate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600155,1792166771,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Dual Delivery Design Studios: Exploring Design Learning for Hybrid Cohorts  \nJames Thompson, The University of Melbourne, Australia Kate Tregloan, The University of Melbourne, Australia  \nPippa Soccio, The University of Melbourne, Australia Huiseung (Sarah) Song, The University of Melbourne, Australia  \nAbstract  \nIn the wake of 2020’s move to remote learning and teaching, institutions of higher education began experimenting with approaches that combine face-to-face and online learning. This article reviews one learning and teaching group’s development of guidance for “dual delivery”and reports on focus group conversations with staff coordinating dual delivery design studios. It highlights key considerations identified by the group—learner equity and access, cohort building, and staff and student perceptions—and reports on efforts to address these through the design and coordination of studio subjects. This marks the first known study exploring hybrid/dual delivery in the design studio context. Findings suggest that treating the hybrid splitcohort mode of 2021 as an amalgamation of online and blended learning approaches is to ignore its unique learning design challenges, and to underestimate the implications of dual delivery for studio teaching. In addition to specific strategies for the design of studio learning activities, teachers’“on-the-ground” reflections offer additional insights for studio coordination—on distributed, place-based learning; on peer-to-peer interaction around student work; and on approaching learning design on the premise of “contingency”. The article encourages testing of new pedagogic forms that can combine learning modes across space, and engagement with activities over time, in support of rich design learning for emerging hybrid cohorts.  \nKeywords  \ndesign studio pedagogy, hybrid learning, dual delivery, cohort building, learner equity  \nIntroduction  \nIn the wake of 2020’s move to remote learning and teaching, institutions of higher education around the world began experimenting with “hybrid” approaches that combine face-to-face and online learning (Laker, 2021) . While this may have initially been approached as a temporary measure to accommodate varying student interest/ability to return to campus, such “dual delivery” models will nevertheless influence educational futures through shifts in practices and values. When a single subject combines two or more learning modes for groups of enrolled students (e.g. fully online and “blended” learning) multiple teaching challenges arise, not least those of providing equitable learning and community-building opportunities. Overlaid with the  \ntrials of distributed design studios, we find ourselves in a moment of pedagogical experimentation, confronting long-held teaching traditions.  \nIn the first part of this article, we outline one learning and teaching group’s development of teacher-facing guidance in anticipation of the challenges noted above, including unpacking the“dual delivery” model. The presented literature and conceptual frameworks underpinning this approach illuminate concerns beyond those of fully blended or fully online subjects. In the second part of the article, we report on a series of focus group conversations with design studio coordinators teaching in dual delivery mode. Participants reported “on-the-ground”experiences to augment the guidance delivered and test its application. Additional considerations regarding student engagement, access to physical sites and peer-to-peer interaction across learning modes emerged for design teachers under these circumstances. These challenges were not addressed as temporary measures on the road back to prepandemic teaching. Rather, they presented opportunities for more considered, and considerate, approaches to student-centred design education. In addition to specific strategies for the design of studio learning activities, their reflections offer insight for studio coordination—on distributed, place-ba","cbCaiofuHHjLNRx7","https://ap.wps.com/l/cbCaiofuHHjLNRx7","pdf",417942,18,"English","# Abstract\n# Introduction\n# Context\n## BEL+T group and DIA framework","[{\"question\":\"What is the focus of the study on hybrid or dual delivery?\",\"answer\":\"The article examines how a higher education group developed guidance for dual delivery design studios and what staff reported from focus groups coordinating those studios.\"},{\"question\":\"Which key considerations are highlighted for dual delivery design studios?\",\"answer\":\"The study emphasizes learner equity and access, cohort building, and staff and student perceptions, along with how to design and coordinate studio subjects to address these concerns.\"},{\"question\":\"Why does the article argue that the 2021 hybrid splitcohort should not be treated as generic blended or online learning?\",\"answer\":\"It states that such a treatment ignores the unique learning design challenges of studio teaching and underestimates the implications of dual delivery for how studios operate.\"}]","Dual Delivery Design Studios - Exploring Design Learning for Hybrid Cohorts | PDF",1792090138,45]