| Title |
Creative Convergence Design Studio Course Applying the Flipped Learning Approach - Guiding Convergent Thinking in Topic Selection - |
| DOI |
https://doi.org/10.14774/JKIID.2026.35.2.162 |
| Keywords |
Design Studio Course; Teaching and Learning Method; Creative Convergence Design |
| Abstract |
This study investigates the emergence and characteristics of convergence thinking within a flipped learning-based sustainability education context in a design studio course. As sustainability issues increasingly require interdisciplinary understanding and problem-solving, there is a growing demand for educational approaches that promote the integration of diverse knowledge and perspectives. In response, this study adopts a qualitative case study method to explore how flipped learning supports the development of convergence thinking among students participating in a creative convergence design studio. The course was structured into three stages: pre-class learning, in-class activities, and post-class reflection. In the pre-class phase, students engaged with theoretical content, trend analyses, and case studies related to sustainability. During class, they participated in collaborative, project-based design activities, supported by continuous feedback and discussion. After class, students refined their design outcomes through iterative development and reflection. Data were collected from students’ design outputs, including concept sketches, spatial planning diagrams, and final design proposals, and were analyzed to identify patterns in their thinking processes. The findings indicate that students demonstrated diverse patterns of convergence thinking. Some students approached sustainability primarily from a technological perspective, focusing on environmental efficiency and innovation, while others adopted more integrative approaches by combining environmental, socio-cultural, and economic considerations. The flipped learning environment played a significant role in facilitating these processes by encouraging active participation, peer interaction, and iterative feedback.
Furthermore, pre-class learning enhanced students’ cognitive flexibility, while in-class collaboration and post-class reflection contributed to the refinement of ideas and improved design quality. These results suggest that flipped learning is an effective instructional approach for fostering higher-order thinking and interdisciplinary integration in design education. The study provides pedagogical implications for designing sustainability-oriented courses that support convergence thinking and highlights the importance of structured yet flexible learning environments in studio-based education. |