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Note(s): Citation Count: total citations received by publications; Citations per Publication: the average number of citations received per publication; Field-Weighted Citation Impact: the ratio of citations received relative to the world average for the subject field and publication year (FWCI world average is 1.0); Number of Citing Countries: the number of countries represented by the publications citing articles in Archnet-IJAR; International Collaboration (%): the extent publications have that international co-authorship Source(s): 2021 Elsevier B.V. SciVal, RELX Group Table 2. Archnet-IJAR performance in selected metrics in 2017-2021 — as of December 2021

Table 2 Note(s): Citation Count: total citations received by publications; Citations per Publication: the average number of citations received per publication; Field-Weighted Citation Impact: the ratio of citations received relative to the world average for the subject field and publication year (FWCI world average is 1.0); Number of Citing Countries: the number of countries represented by the publications citing articles in Archnet-IJAR; International Collaboration (%): the extent publications have that international co-authorship Source(s): 2021 Elsevier B.V. SciVal, RELX Group Table 2. Archnet-IJAR performance in selected metrics in 2017-2021 — as of December 2021

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a I I While the preceding figures are important in the sense of demonstrating performance and representing growth and development, the type and nature of knowledge disseminated and published is much more important to address, categorize, unpack and reflect upon. In
a I I While the preceding figures are important in the sense of demonstrating performance and representing growth and development, the type and nature of knowledge disseminated and published is much more important to address, categorize, unpack and reflect upon. In
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Addressing active learning strategies (Sgambi et al. 2019), highlight the importance of active experiences which can lead to improving the teaching of technical subjects, such as structural engineering within the architectural curriculum. Their work demonstrates the relationship between active learning and the educational outcomes mandated by the overall provision. This work is advanced by the same authors through analyzing the entire integrated teaching activity undertaken as part of the Master of Science “Architecture and Building” at the School of Architecture, Urban Planning and Construction Engineering of the “Politecnico di Milano,” Milan, Italy (Garavaglia et al, 2020). Focusing on technology and design (Saghafi and Crowther, 2021), examine the integration of design studio and technology subjects in the context of the University of Tehran in Iran and Queensland University of Technology, Brisbane, Australia. Their work reveals similarities in terms of the overall aim of content delivery. Yet, the Iranian program appears to have a stronger focus on knowledge delivery while the Australian program seems to have a stronger focus on the application of knowledge and skills, particularly within the design studio projects. > Teer aAnaAn\ 1 1 . 4 a 1 ee ce
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Knowledge Space: COVID-19 spatial and pedagogical implications
Knowledge Space: COVID-19 spatial and pedagogical implications
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ArchitectureArchitectural ResearchKnowledge Spaces
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