| id |
ascaad2007_035 |
| authors |
Al-Ali, A.I. |
| year |
2007 |
| title |
Readiness for the Use of Technology for effective learning via the vds: Case of the United Arab Emirates |
| source |
Em‘body’ing Virtual Architecture: The Third International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2007), 28-30 November 2007, Alexandria, Egypt, pp. 439-456 |
| summary |
Review of the literature indicated that today’s knowledge-driven economy demands a workforce equipped with complex skills and attitudes such as problem solving, meta-cognitive skills, critical thinking and lifelong learning. Such skills can be acquired if learning and teaching are guided by the constructivist and cognitive learning theories. In particular, the constructivist approach emphasises effective learning processes based on learning by doing and collaboration. This approach is congruent with use of technologies, such as Virtual Design Studio (VDS), for the purpose of architecture education in design courses, but such use is lacking in the United Arab Emirates (UAE). It is thus important to assess the extent to which the constructivist and cognitive theories are implemented in teaching design courses in the Architecture schools of the UAE. It is also important to assess the effectiveness of employing technology in general and VDS in particular in implementing these theories. The author intends to study the relationship between effective learning on one hand and using VDS in implementing the constructivist and cognitive approaches on the other hand. Thus, the author conducted a preliminary study to gain a basic understanding of the difficulties, approaches, attitudes, perceptions, and motivation related to the learning of design in architecture schools in the UAE. Second, the investigation was designed to assess the extent to which the students would be interested in the use of sophisticated technology in the teaching and learning environment in the UAE architecture education schools in order to achieve effective learning. The study has been conducted in the United Arab Emirates University (UAEU). Methodology used for this was the focus group method. In addition to the focus group interviews with the UAEU students, unstructured individual interviews with lecturers from UAEU and the American University of Sharjah (AUS) have been carried out. Data analysis showed that students were not satisfied with the current teaching methods based on traditional lectures. It was concluded that students were ready to practice effective learning of design via the intermarriage of VDS and the constructivist and cognitive approaches. An ambiguity that remained was whether students were ready for assessment methods which are consistent with the constructivist approach. |
| series |
ASCAAD |
| email |
|
| full text |
 file.pdf (134,382 bytes) |
| references |
Content-type: text/plain
|
AMERICAN UNIVERSITY OF SHARJAH (2005)
 Student handbook
, UAE, Sharjah: American University of Sharjah
|
|
|
|
|
ANDERSON, T., ROURKE, L., GARRISON, D. R., & ARCHER, W. (2001)
Assessing teaching presence in a computer conferencing environment
, Journal of Asynchronous Learning Networks, 5 (2). Retrieved JULY 7th, 2007 from http://www.aln.org/alnweb/journal/jaln-vol5issue2v2.htm
|
|
|
|
|
ANDIA A. (2002)
Reconstructing the effects of computers on practice and education during the past three decades
, Journal of Architecture Education, 56, 7-13
|
|
|
|
|
COMMONWEALTH OF LEARNING (2005)
Creating learning materials for open and distance learning: A handbook for authors and instructional designers
, Retrieved June 10th, 2007 from www.col.org
|
|
|
|
|
ERTMER P.A. AND NEWBY, T.J. (1993)
Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective
, Performance Improvement Quarterly, 6(4), 50-72
|
|
|
|
|
HAWKINS, R., J. (2002)
Ten lessons for the IT and education in the developing world
, The global information technology report 2001-2002: Readiness for the networked world, chapter 4, 38-43, retrieved May 23rd, 2007 from www.cid.harvard.edu/cr/pdf/gitrr2002_ch04.pdf
|
|
|
|
|
JOCHEMS, W., MERRIENBOER, J. V., & KOPER, R. (2004)
An introduction to integrated e-learning
, W. Jochems, J. V. Merriënboer & R. Koper (Eds.), Integrated e-learning (pp. 1-12). London: RoutledgeFalmer
|
|
|
|
|
KVAN, T., SCHMITT, G. N., MAHER, M. L. AND CHENG, N. (2000)
Teaching architectural design in virtual studios, in computing in civil and building Engineering
, R. Fruchter, F. Peña-Mora & W. M. K. Roddis (eds). Eight International Conferences on Computing in Civil and Building Engineering (ICCCBE-VIII), vol. 1, Stanford: ASCE, pp. 162-169
|
|
|
|
|
LEYLA Y. TOKMA (2006)
Disciplinary/ interdisciplinary virtual design studio
, International Conference on Interactive Computer aided Learning (ICL 2007) Villach, Austria, September 26-28, 2007
|
|
|
|
|
MAHER, M. L. & MERRICK, L. (2005)
Agent models for dynamic 3D virtual worlds
, T. In Kunii, S.H. Soon, and A. Sourin (Eds), CYBERWORLDS 2005 (pp 27-34). California: IEEE
|
|
|
|
|
MAHER, M. L. (1999)
Designing the virtual campus as a virtual world
, Computer Supported Collaborative Learning. VOLUME, 376-382
|
|
|
|
|
MASLOW (1943)
Motivation and personality
, New York: Harper and Row
|
|
|
|
|
NICHOLES, M. (2005)
A theory for elearning
, Educational Technology and Society, 6 (2). Retrieved July 12th, 2007 from http://ifets.ieee.org/periodical/6-2/1.htm
|
|
|
|
|
NICOL, D. & PILLING, S. (2000)
Changing architectural education: Towards a new professionalism
, London: Spon Press
|
|
|
|
|
O'NEILL, K., SINGH, G., & O'DONOGHUE , J. (2004)
Implementing elearning programs for higher education: A review of the literature
, Journal of Information Technology Education, 3, 313-323
|
|
|
|
|
OLIVER, B. AND GOERKE, V. (2007)
Australian undergraduates' use and ownership of emerging technologies: Implications and opportunities for creating engaging learning experiences for the Net Generation
, Australasian Journal of Educational Technology, 23(2), 171-186
|
|
|
|
|
PERRATON, H. (2000)
Rethinking the research agenda
, The International Review of Research in Open and Distance Learning. Retrieved June 9th, 2007 from www.irrodl.org/index.php/irrodl/article/view/5/338
|
|
|
|
|
PERRY, N. E., PHILLIPS, L., & HUTCHINSON, L. R. (2006)
Preparing student teachers to support for self-regulated learning
, Elementary School Journal, 106, 237-254
|
|
|
|
|
RESNICK M. (2002)
Rethinking learning in digital age
, Global Information Technology Report 2001-2002: Readiness for the Networked World.. Retrieved MARCH 23rd, 2007 from http://www.cid.harvard.edu/cr/pdf/gitrr2002_ch03.pdf
|
|
|
|
|
ROWNTREE, D. (1994)
Preparing materials for open, distance and flexible learning
, London: Kogan Page
|
|
|
|
| last changed |
2008/01/21 22:00 |
|
