Student-centred strategies to integrate theoretical knowledge into project development within architectural technology lecture-based modules

This article presents methods and findings resulting from a project for innovation in architectural engineering education. The project aimed to encourage students to successfully integrate theoretical knowledge on architectural technology into project development within lecture-based modules. This type of integration has been possible in past experiences within design studio modules; however, little research can be found about lecture-based modules. The student-centred strategies proposed here were guided by Bigg’s constructive alignment and focused on promoting advanced learning levels. They comprised interconnected activities and learning-oriented assessment methods, which proved to strengthen students’ skills for effective autonomous and collaborative learning. The teaching methods used included inverted class, peer learning and role play. The evaluation of the project was supported by SPSS and ATLAS.ti tools. This experience was set within a Colombian university, where increasing student numbers, cross-university competition and limited resources present several challenges. Findings could be of significance for curricular development or the promotion of good teaching practices.