The Influence of Project-Based Learning and Outcome-Based Education: Interior Design Tertiary Students in Focus
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32799
The Influence of Project-Based Learning and Outcome-Based Education: Interior Design Tertiary Students in Focus

Authors: Omneya Messallam


Technology has been developed dramatically in most of the educational disciplines. For instance, digital rendering subject, which is being taught in both Interior and Architecture fields, is witnessing almost annually updated software versions. A lot of students and educators argued that there will be no need for manual rendering techniques to be learned. Therefore, the Interior Design Visual Presentation 1 course (ID133) has been chosen from the first level of the Interior Design (ID) undergraduate program, as it has been taught for six years continually. This time frame will facilitate sound observation and critical analysis of the use of appropriate teaching methodologies. Furthermore, the researcher believes in the high value of the manual rendering techniques. The course objectives are: to define the basic visual rendering principles, to recall theories and uses of various types of colours and hatches, to raise the learners’ awareness of the value of studying manual render techniques, and to prepare them to present their work professionally. The students are female Arab learners aged between 17 and 20. At the outset of the course, the majority of them demonstrated negative attitude, lacking both motivation and confidence in manual rendering skills. This paper is a reflective appraisal of deploying two student-centred teaching pedagogies which are: Project-based learning (PBL) and Outcome-based education (OBE) on ID133 students. This research aims of developing some teaching strategies to enhance the quality of teaching in this given course over an academic semester. The outcome of this research emphasized the positive influence of applying such educational methods on improving the quality of students’ manual rendering skills in terms of: materials, textiles, textures, lighting, and shade and shadow. Furthermore, it greatly motivated the students and raised the awareness of the importance of learning the manual rendering techniques.

Keywords: Manual renders, outcome-based education, project-based learning, personal competences, and visual presentation.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 789


[1] Martin, C. (1998). Professionalization: Architecture, interior decoration, and interior design as defined by Abbott. Master’s thesis, Department of design, University of Minnesota.
[2] Alkhalidi, Abdul Samad. Future Directions in Interior Design Education. Journal of leadership and international development (1). University Of Sharjah. Access April, 2017.
[3] Guerin, Denise& Thompson, Jo Ann, (2004). Interior Design education in the 21st century, Journal of Interior Design, V30, Number 1, 2004.
[4] PSU Bulletin, 2015-2016, “Prince Sultan University”.
[5] Rory, Stott, “The Computer vs. The Hand In Architectural Drawing: Arch Daily Readers Respond”, May, 2015
[6] http://acad,
[8] Hillard, Sylvester, 2011: All about Computers: A Guide for Teens and Adults.
[9] Donnelly, R. Fitzmaurice, M, “Collaborative Project-based Learning and Problem-based Learning in Higher Education: a Consideration of Tutor and Student Role in Learner-Focused Strategies”. In G. O'Neill, S. Moore & B. McMullin (eds) Emerging Issues in the Practice of University Learning and Teaching (pp.87-98). Dublin, AISHE/ HEA, 2005.
[10] Gregory Galford, Susan Hawkins, and Mark Hertweck, May 2015. Problem-Based Learning as a Model for the Interior Design Classroom: Bridging the Skills Divide between Academia and Practice
[11] Farahnaz Movahedzadeh, Ryan Patwell, Jenna E. Rieker, and Trinidad Gonzalez, 2012. Project-Based Learning to Promote Effective learning in Biotechnology Courses.
[12] Lee Hong Sharon Yam, and Peter Rossini, “Implementing a Project-Based Learning Approach in an Introductory Property Course “, 16th Pacific Rim Real Estate Society Conference Wellington, New Zealand, January 2010.
[13] Ferre Laevers, “Making care and education more effective through wellbeing and involvement. An introduction to Experiential Education.” Research Centre for Experiential Education – University of Leuven – Belgium, February 2015.
[14] W. Spady, “Outcome-based education: Critical issues and answers. Arlington”, VA: American Association of School Administrators, 1994
[16] Innovative Higher Education, Vol. 24, No. 4, summer 2000, Active Learning Techniques versus Traditional Teaching Styles: Two Experiments from History and Political Science, J. Patrick McCarthy and Liam Anderson.
[17] Symes, M. Architectural Education and Architectural Careers: The view of students in three countries. In M. Bulos and N. Teymur (Eds.), Housing: Design, Research, Education (1993) (pp. 255-266). Avebury: Ashgate Pub. Ltd.
[18] Virtual Learning Environments as a Supplement to Traditional Teaching Joana LIPEIKIENE˙ Institute of Mathematics and Informatics, Vilnius Pedagogical University Goštauto str. 12, LT-2600 Vilnius, Lithuania e-mail: [email protected] Received: April 2003
[19] Ozgen Osman Demirbas, “The Relation of learning Styles and Performance Scores Of the students in Interior Architecture Education”, September, 2001.
[21] Wender, W. V. & Roger, J. The Design Life Space: Verbal Communication in the Architectural Design Studio. Journal of Architetural and Planning research, 12 (4), (1995), 319-336