Flipping Classrooms Empower Global Architectural Student Minds

Adrian Lo, Urban Design and Development (International), Thammasat Design School

Adrian Yat Wai Lo, PhD in Architecture from the University of Auckland, directs the Urban Design and Development International program at Thammasat University, Thailand, where he has taught since 2021 and has been director since 2023. His expertise lies in urban informalities, public transportation and sustainable urban development. Adrian Lo’s international experience includes teaching in New Zealand, Australia and Nepal, as well as architectural practice in Hong Kong.

In this interview, Lo discusses implementing the flipped classroom model in architectural education, emphasizing student-centered learning, collaborative activities and technology integration. He highlights examples of successful flipped learning projects, including debates and international workshops, and offers advice for educators considering this pedagogical approach.

Culturally Responsive and Student-Centered Learning

My international teaching experience across Nepal, Thailand and Australia has significantly shaped my approach to the flipped classroom model in architectural and urban design education. This model, shifting from lecture-based instruction to student-centered learning, is particularly relevant in the post-pandemic era, where cultural and social values have evolved, rendering traditional monologues less effective. In a flipped classroom, students engage with content through selfstudy, videos or readings before class, allowing class time for higher-order thinking, knowledge production and collaborative learning. My role transitions from lecturer to facilitator, guiding discussions, providing prompts and nurturing collaborative experiences.

“The crucial first step is defining the desired learning outcome. Then, reverse engineer the learning process to create activities leading to that outcome. Embrace the principle that students are active learners and should own their education”

This pedagogy prioritizes student learning, empowering them to own their knowledge acquisition. It fosters collaboration, peer learning and the development of critical thinking—essential competencies in today’s world. My classes embrace this approach, engaging students in discussions and in-class activities that promote deeper understanding and application of theory. Through facilitated Q&A sessions, students simultaneously develop their thought processes, conduct research and articulate arguments, enhancing both content comprehension and, for many international students, English language proficiency. Collaborative, self-paced in-class discussions provide a supportive environment for language acquisition through communication, further enriching the learning experience.

Cultivating Knowledge Production and International Collaboration

I’ve incorporated the flipped classroom model through various activities that foster collaboration and knowledge production. A recent climate justice debate in my Year 3 Urban Studies course at Thammasat University exemplifies this. Instead of a traditional lecture on climate change’s effects, I presented a core premise—the vast disparity in carbon emissions between wealthy and developing nations. Students, divided into teams, argued for and against a climate fund, researching and developing their arguments within a limited timeframe. With concise and compelling student presentations, the ensuing debate surpassed my expectations, demonstrating the power of student-driven learning.

Another implementation involves an international workshop with the University of Economics (UEH) in Ho Chi Minh City for our Master of Urban Design students. Students collaborate with UEH buddies to research individual topics within Ho Chi Minh City, managing all logistical planning, from site identification to data collection. This fosters independent learning and cross-cultural teamwork. The workshop culminates in comparative discussions, analyzing similarities and differences between Bangkok and Ho Chi Minh City findings, promoting more profound understanding and cross-cultural exchange. These examples showcase how the flipped classroom, through activities like debates and international collaborations, empowers students to own their learning, enhance collaboration and develop critical thinking.

Technology Integration: Enabling Collaboration and Spatial Analysis

Technology facilitates the flipped classroom, especially in design and spatial analysis. Online collaborative platforms are essential beyond tools like GIS and graphic design software. We use Zoom for online discussions, enabling pre-fieldwork preparation, work presentations and connections with international partners. Given limited on-site time, these online sessions are critical for pre-trip planning. Synchronous online collaboration tools also streamline research and presentation development, allowing real-time work on shared documents, regardless of location. This collaborative approach enhances efficiency and promotes teamwork, essential skills for future urban design professionals.

The Future of Flipped Learning and Technology: Toward Holistic Educational Platforms

The integration of flipped classroom pedagogy and technology holds immense potential. While we currently use various online tools, a need exists for more holistic platforms. Ideally, future technologies will offer comprehensive packages streamlining online collaboration and facilitating flipped learning. These platforms should simplify management for teachers and enhance ease of use for students, making flipped learning more accessible and practical.

Balancing Risk and Student Empowerment

Implementing flipped learning has risks and rewards. One challenge is relinquishing control over the learning process. While I provide the framework, students are responsible for their learning journey, requiring careful consideration of individual learning styles and abilities. My preparation involves anticipating challenges and designing activities catering to diverse student strengths and weaknesses, ensuring equitable opportunities.

However, the rewards are substantial. When students are engaged and invested, they achieve a deeper understanding, acquire new cultural experiences and develop valuable skills. Crucially, they own their learning, leading to better knowledge retention. Collaborative projects, especially with international or cultural exchange components, can forge lifelong bonds and create lasting social benefits.

Purposeful Design and Student Engagement

My advice to architecture and urban design educators considering the flipped classroom is to approach it with clear learning objectives. Implementation varies depending on the context—lecture, studio or workshop—and the knowledge or skills being taught. Our climate change debate aimed to familiarize students with current affairs, global issues and sustainability agendas. This learning objective directly informed the flipped classroom activity design.

The crucial first step is defining the desired learning outcome. Then, ‘reverse engineer’ the learning process to create activities leading to that outcome. Embrace the principle that students are active learners and should own their education. This led to the research and debate exercise, where the initial lecture was minimal, and students drove the discussion. I strongly recommend the flipped classroom approach, as today’s students expect more engagement and active participation. Shifting from teacher-led instruction to student-centered learning significantly enhances student engagement and motivation.