Community of Inquiry Practice Within Architecture Students Through Bamboo Bridges Group Works

This study seeks to understand the implementation of Community of Inquiry (CoI) practice in architecture students. The authors question the dominant factors in facilitating CoI practice in tectonic bamboo thinking in architecture pedagogy. Firstly, the three presences which are: cognitive presence, social presence and teaching presence of CoI framework are adapted to Bamboo Tectonic Education (BTE) presences. The adapted presences are then piloted in three group student projects, consisting of 27 students. Using the author’s observations and peer reviews by group leaders, factor analysis is conducted, and preliminary observations are formed. This research has two-fold outcomes: the tested research instruments and the preliminary understanding of how teaching presence is the dominant factor in facilitating tectonic bamboo thinking integration to undergraduate programs. The significant teaching presence includes situated learning design, facilitating hands-on design thinking and managing design conversations. This finding highlights the role of creating a conducive collaborative learning environment tailored for bamboo design in a non-traditional classroom setting is vital. Future research includes further modification of research methodology.