Dynamics of Industrial Revolution 4.0: Digital Technology Transformation and Cultural Evolution –
Wulandari et al (eds)
© 2021 The Author(s), ISBN 978-1-032-04451-4
Planning private spaces for design students to support the optimization
of online learning
A. Farida, W. Liritantri & M.S. Hanafi
Telkom University, Bandung, Indonesia
ABSTRACT: As an effort to prevent the spread of the COVID-19 outbreak, the government
stipulated that all tertiary institutions eliminate lecture activities on campus and pivot to online
lecturing. However, this change resulted in several problems for students, one of which regarding
space in which to learn from home. Because of that, space design is needed to support students
to perform online learning more sufficiently both in terms of space layout and adequate facilities.
This design was made based on the results of a questionnaire from 100 varied design students
majoring in interior design, architecture, products, visual communication, and craft. The design
students as a subjects (as subjects) were chosen because the nature of their assignments were
more dynamic so that their facilities needed to become more diverse. This design was carried out
using qualitative methods, namely analyzing questionnaire data as well as quantitative data with
descriptive analysis from literature studies. By designing this online learning space, it is hoped that
students can optimize the online learning process.
Keywords: space, optimization, online learning, layout, facilities
1 INTRODUCTION
This article is in response to the West Java provincial government policy which stipulated that
face-to-face teaching and learning activities were to be postponed until January 2021. In addition,
the Minister of Education and Culture, Nadiem Makarim, revealed that distance learning can be
applied permanently after the COVID-19 pandemic is over. Teaching and learning activities using
technology will be fundamental. The use of technology provides an opportunity for schools to
do various models of learning activities. Based on this decision, careful planning for adequate an
online learning space to support online learning is necessary. For design students, online learning
has higher challenges because of the more dynamic and diverse nature of lectures. Lectures are
not restricted only to theory classes, but also have to be taken into consideration with regard to
practice studies and variations of assignments make the online learning process of design students
more complicated.
The main problem such as lack of concentration in learning can be overcome by arranging the layout of the space to be more private. A clear domain separation will ensure proper control of privacy
in the private space. An operational definition of privacy, namely avoidance of unwanted interactions with others, involves information flowing from person to person. Unwanted interactions can
be controlled by rules (attitude, avoidance, hierarchy, etc.), through the meaning of psychology
(withdrawal, daydreaming, intoxication, lack of appetite, etc.), through behavioral cues, by structuring activities in time (being a particular individual or group certain not met), through spatial
separation, and through physical equipment (walls, fields, doors, curtains, locks—architectural
mechanisms that selectively control or filter information) (Rapoport 1977).
In addition to setting the space as a private domain, the study room also needed adequate facilities.
Referring to the theoretical basis, online learning spaces can be categorized as independent learning
spaces. The minimum area ratio for independent study is 4 m 2 /student, and facilities in the room
DOI 10.1201/9781003193241-10
53
Wulandari et al (eds)
© 2021 The Author(s), ISBN 978-1-032-04451-4
Planning private spaces for design students to support the optimization
of online learning
A. Farida, W. Liritantri & M.S. Hanafi
Telkom University, Bandung, Indonesia
ABSTRACT: As an effort to prevent the spread of the COVID-19 outbreak, the government
stipulated that all tertiary institutions eliminate lecture activities on campus and pivot to online
lecturing. However, this change resulted in several problems for students, one of which regarding
space in which to learn from home. Because of that, space design is needed to support students
to perform online learning more sufficiently both in terms of space layout and adequate facilities.
This design was made based on the results of a questionnaire from 100 varied design students
majoring in interior design, architecture, products, visual communication, and craft. The design
students as a subjects (as subjects) were chosen because the nature of their assignments were
more dynamic so that their facilities needed to become more diverse. This design was carried out
using qualitative methods, namely analyzing questionnaire data as well as quantitative data with
descriptive analysis from literature studies. By designing this online learning space, it is hoped that
students can optimize the online learning process.
Keywords: space, optimization, online learning, layout, facilities
1 INTRODUCTION
This article is in response to the West Java provincial government policy which stipulated that
face-to-face teaching and learning activities were to be postponed until January 2021. In addition,
the Minister of Education and Culture, Nadiem Makarim, revealed that distance learning can be
applied permanently after the COVID-19 pandemic is over. Teaching and learning activities using
technology will be fundamental. The use of technology provides an opportunity for schools to
do various models of learning activities. Based on this decision, careful planning for adequate an
online learning space to support online learning is necessary. For design students, online learning
has higher challenges because of the more dynamic and diverse nature of lectures. Lectures are
not restricted only to theory classes, but also have to be taken into consideration with regard to
practice studies and variations of assignments make the online learning process of design students
more complicated.
The main problem such as lack of concentration in learning can be overcome by arranging the layout of the space to be more private. A clear domain separation will ensure proper control of privacy
in the private space. An operational definition of privacy, namely avoidance of unwanted interactions with others, involves information flowing from person to person. Unwanted interactions can
be controlled by rules (attitude, avoidance, hierarchy, etc.), through the meaning of psychology
(withdrawal, daydreaming, intoxication, lack of appetite, etc.), through behavioral cues, by structuring activities in time (being a particular individual or group certain not met), through spatial
separation, and through physical equipment (walls, fields, doors, curtains, locks—architectural
mechanisms that selectively control or filter information) (Rapoport 1977).
In addition to setting the space as a private domain, the study room also needed adequate facilities.
Referring to the theoretical basis, online learning spaces can be categorized as independent learning
spaces. The minimum area ratio for independent study is 4 m 2 /student, and facilities in the room
DOI 10.1201/9781003193241-10
53