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This paper reports on a number of blended learning activities conducted in two subjects of a Master of Architecture degree at a major Australian university. The subjects were related to "professional practice" and as such represent a little researched area of architectural curriculum. The research provides some insight into the student perceptions of learning opportunity and engagement associated with on-line delivery modes. Students from these two subjects were surveyed for their perceptionsdoi:10.3390/educsci5020166 fatcat:pkjzt5fh4rfvxazwn4tsddazxi